Ratcheting Up the Three R’s - Amazon Web Services · 2017-03-09 · Ratcheting Up the Three R’s All Subjects Instructional Unit Plan Subject: Science and Social Studies Module:

Ratcheting Up the Three R’s All Subjects Instructional Unit Plan

Subject: Science and Social Studies Module: Unit 1

Estimated Length of Unit:6 Weeks

Beginning Date: 1st Day of School

Projected Ending Date: End of the six week period

Grade: First Grade

Unit Theme, Big Idea, or Essential Question: Social Studies: Government/Citizenship/Rules/Classroom Change

Science: The Human Body

UBD Stage One-Desired Results (Lesson Objectives) Social Studies Objectives

Unit 1 Objectives: The students will learn to:

x Discuss the roles of people who hold positions of authority. x Discuss the functions of a government Participation and Deliberation. x Discuss the procedures for recitation of the Pledge of Allegiance and proper etiquette for

the Arkansas and American Flags. x Demonstrate ways of being a good citizen in multiple settings Processes, Rules, and

Laws. x Explain why rules, laws, and consequences are needed. x Describe ways classrooms and schools work to accomplish common tasks and establish

responsibilities Perspective, Historical Evidence, and Causation. x Identify changes in the classroom/school in terms of cause and effect.

Science Objectives x Locate the following human body parts: heart, lungs, brain, stomach, muscles, and bones.

Frameworks and Common Core State Standards Science

LS.2.1.3 Locate the following human body parts: heart, lungs, brain, stomach, muscles, and bones.

Social Studies C.1.1.2 Discuss the roles of people who hold positions of authority. C.1.1.3 Discuss the functions of a government Participation and Deliberation, C.2.1.2 Discuss the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags. C.2.1.3 Demonstrate ways of being a good citizen in multiple settings Processes, Rules, and Laws.

C.3.1.1 Explain why rules, laws, and consequences are needed. C.3.1.3 Describe ways classrooms and schools work to accomplish common tasks and establish responsibilities Perspective, Historical Evidence, and Causation H.13.1.6 Identify changes in the classroom/school in terms of cause and effect. Unit Specific Vocabulary Pledge, rules, laws, school, government, processes, responsibilities

UBD Stage Two-Evidence x

Traditional Assessment : Weekly Lesson Assessments x

B. Project-Based Assessment

x Create a map of your own neighborhood.

Alternative Assessment or Big Finale ------What choices will be given students for this Unit?

□ Draw a picture and write a caption □ Letter to the Editor □ Short story □ Picture Book □ Newscast □ Class Story □ Poem or Song □ Slideshow □ Brochure □ Model □ Narrative □ Play □ Short Essay □ Essay

Introducing the Unit Anchoring Activity

This activity should engage the students and establish the relevance of the entire unit of study. Anchoring Activity

Video Clip, Song, Poem, Current Event Brainstorming Activity Socratic Seminar Other_______________

Description of Anchoring Activity

UBD Stage Three-Learning Plan Teaching/

Delivery Method (What I will say or do) Check for Understanding

(What will the students say or do)

Week One Lesson 1 Days 1-5

� Teacher led discussion on the

topic of the day. � Shared reading of the lesson from

the text. � Brainstorming to allow students

and teacher to make real life connections to the subject matter by sharing their own personal experiences on the subject matter.

� The students will ask and answer

questions before during and after the reading of the text.

� The students will (Think, Pair Share) Brainstorm ideas and share with their partners.

� Create appropriate graphic organizer to demonstrate their knowledge of the text.

� Draw a picture and write a short narrative about the topic.

Week Two Lesson 2 Days 6-10










Week Three Lesson 3

Days 11-15










Week Four Week 4

Days 16-20










Week Five Lesson 5

Days 21-25










Review

Lessons 1-5

Days 26-30











Subject: Social Studies and Science Module: Unit 2



Projected Ending Date:

Grade: First Grade

Unit Theme, Big Idea, or Essential Question: Social Studies: Columbus Day/Voting

Science: Animals

UBD Stage One-Desired Results (A is Optional) Social Studies Objectives

The students will learn the following: x Explain ways family and school have changed using chronological terms (yesterday/past, x today/present, tomorrow/future) x Create timelines to sequence family or school events using chronological terms (e.g.,

first, next, last, before, after, now, long ago)

x Compare present day families, objects, and events with those in the past using visual x representations, news stories, and artifacts (e.g., daily life tasks, food, clothing,

transportation, x communication, recreation) x Retell stories of historical events, American legends, and people who played a role in

history x Explain the significance of national holidays and the achievement of people associated

with x them x Draw conclusions about family or school life in the past using historical records and

artifacts x (e.g., photos, diaries, oral, history) x Identify aspects of a source that establish time, place and credibility

Science Objectives

x Classify animals according to common characteristics (movement, diet, body covering). x Differentiate between herbivores and carnivores. x Illustrate incomplete metamorphosis (e.g. grasshopper). x Compare and contrast complete metamorphosis and incomplete metamorphosis. x List orally the various ways that objects can move: straight, zigzag, back and forth.

Frameworks and Common Core State Standards Social Studies Standards H.12.1.1 Explain ways family and school have changed using chronological terms

(yesterday/past, today/present, tomorrow/future) H.12.1.2 Create timelines to sequence family or school events using chronological terms (e.g., first, next, last, before, after, now, long ago) H.12.1.3 Compare present day families, objects, and events with those in the past using visual representations, news stories, and artifacts (e.g., daily life tasks, food, clothing, transportation, communication, recreation) H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them. H.13.1.3 Draw conclusions about family or school life in the past using historical records and artifacts (e.g., photos, diaries, oral, history) H.13.1.4 Identify aspects of a source that establish time, place and credibility

Science Standards LS.2.1.1 Classify animals according to common characteristics (movement, diet, body covering) LS.2.1.2 Differentiate between herbivores and carnivores. LS.3.1.1 Illustrate incomplete metamorphosis (e.g. grasshopper). LS.3.1.2 Compare and contrast complete metamorphosis and incomplete metamorphosis. PS.6.1.1 List orally the various ways that objects can move: straight, zigzag, back and forth. Unit Specific Vocabulary Yesterday, past, tomorrow, future, holidays, achievement, today, future

UBD Stage Two-Evidence Pre Assessment

x TEXT ASSESSMENT Traditional Assessment :

x Weekly Lesson Assessments B. Project-Based Assessment

Alternative Assessment or Big Finale ------What choices will be given students for this Unit?

□ Comic Strip □ Diary □ Interview □ Letter to the Editor □ Newspaper Story □ Radio Program □ Newscast □ Monologue □ Poem or Song □ Slideshow □ Brochure □ Model □ Press Conference □ Play □ Soundtrack □ Essay □ Rewrite □ Journeys Unit Assessment

□ Oral Interpretation





Now that you have established what the students need to know and be able to do at the end of this unit

of study, now plan the day-to-day learning experiences.

UBD Stage Three-Learning Plan Lesson # Date/Day

Teaching/ Delivery Method (What I will say or do)

Check for Understanding (What will the students say or do)

Lesson 6 Days 1-5










Lesson 7 Days 6-10










Lesson 8

Days 11-15

� Teacher led discussion on the topic of the day.

� Shared reading of the lesson from the text.

� Brainstorming to allow students and teacher to make real life connections to the subject matter by sharing their own personal experiences on the subject matter.






Lesson 9

Days 16-20



� Brainstorming to allow students and teacher to make real life




connections to the subject matter by sharing their own personal experiences on the subject matter.



Lesson 10

Days 21-25









Review Lessons

6-10 Days 26-30















Grade: First Grade

Unit Theme, Big Idea, or Essential Question: Social Studies: Economics/Change Over Time/Thanksgiving

Science: Properties of Matter/Magnets

UBD Stage One-Desired Results (A is Optional) Social Studies Standards

x Explain ways scarcity necessitates decision making. x Identify benefits and costs of making a decision. x Explain ways human resources earn income. x Categorize human, natural and capital resources used in the production of goods and

services. x Recognize markets exist wherever buyers and sellers exchange goods and services. x Compare present day families, objects, and events with those in the past using visual

representations, news stories, and artifacts (e.g., daily life tasks, food, clothing, transportation, communication, recreation).

x Compare different accounts of the same historical event. x Formulate questions that relate to a family member, family event, or family tradition.

Science Standards NS.1.1.1 Use age appropriate *equipment and tools in scientific investigations (e.g. balances, hand lenses, rulers, and thermometers) NS.1.1.2 Ask questions based on observations NS.1.1.3 Conduct scientific investigations as a class and in teams: lab activities and field studies NS.1.1.4 Estimate and measure length and temperature using International System of Units (SI) as a class NS.1.1.5 Collect measurable empirical evidence as a class and in teams NS.1.1.6 Make predictions as a class and in teams based upon empirical evidence NS.1.1.7 Use age appropriate equipment and tools in scientific investigations (e.g. balances, hand lenses, rulers, and thermometers) NS.1.1.8 Apply appropriate rules of safety related to daily activities NS.1.1.9 Apply lab safety rules as they relate to specific PS.5.1.1 Compare and contrast objects according to the single properties of: size, color, shape, texture, and magnetism PS.5.1.2 Identify characteristics of solids and liquids PS.7.1.6 Classify materials as magnetic or nonmagnetic PS.7.1.7 Investigate the properties of magnets: attraction and repulsion

http://rogersstaff.ss5.sharpschool.com/UserFiles/Servers/Server_3091658/File/K-5/K/science/1st%20Grade%20Science%202nd%20Quarter%20Pacing%20Guide.pdf#page=1

http://rogersstaff.ss5.sharpschool.com/UserFiles/Servers/Server_3091658/File/K-5/K/science/1st%20Grade%20Science%202nd%20Quarter%20Pacing%20Guide.pdf#page=1

Frameworks and Common Core State Standards Social Studies Objectives

x Explain ways scarcity necessitates decision making. x Identify benefits and costs of making a decision. x Explain ways human resources earn income. x Categorize human, natural and capital resources used in the production of goods and

services. x Recognize markets exist wherever buyers and sellers exchange goods and services. x Compare present day families, objects, and events with those in the past using visual

representations, news stories, and artifacts (e.g., daily life tasks, food, clothing, transportation, communication, recreation).

x Compare different accounts of the same historical event. x Formulate questions that relate to a family member, family event, or family tradition.

Science Objectives

x Compare and contrast objects according to the single properties of: size, color, shape, texture, and magnetism.

x Identify characteristics of solids and liquids. x Classify materials as magnetic or nonmagnetic. x Investigate the properties of magnets: attraction and repulsion.

Unit Specific Vocabulary Costs, market, tradition, scarcity, decisions, buyers, sellers, exchange, goods, services, artifacts, resources, income


x SCIENCE AND SOCIAL STUDIES TEXT ASSESSMENT Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3 of the points possible coming from constructed response questions.

x Proposed Date for Traditional Assessment _______________ x Attach a copy to the end of this unit.

B. Project-Based Assessment Choose four options for this Unit of Instruction that students can choose from for their project-based Assessment.

x Create a handout that lists the four options and includes instructions and a rubric for each choice.

x Proposed Date for Project-Based Assessment Presentations __ x Attach a copy of the handout explaining the choices for the project and how to

obtain the rubric to the end of this unit. __________

Alternative Assessment or Big Finale ------What choices will be given students for this Unit? □ Comic Strip □ Diary □ Interview □ Letter to the Editor □ Newspaper Story □ Radio Program □ Newscast □ Monologue □ Poem or Song □ Slideshow □ Brochure □ Model □ Press Conference □ Play □ Soundtrack □ Essay □ Rewrite □ Journeys Unit Assessment









Lesson 11 Days 1-5

� Teacher led discussion on the topic of

the day. � Shared reading of the lesson from the

text. � Brainstorming to allow students and

teacher to make real life connections to the subject matter by sharing their own personal experiences on the subject matter.






Lesson 12 Days 6-10










Lesson 13 Days 11-15














� The students will ask and answer questions before during and after the reading of the text.




Lesson 15 Days21-25










Review

Lessons 11-15

Days 26-30















Grade: First Grade

Unit Theme, Big Idea, or Essential Question: Social Studies: Money/Weather/Natural Disasters

Science: Heat and Light

UBD Stage One-Desired Results (A is Optional) Frameworks and Common Core State Standards

Social Studies Objectives x Identify examples of goods and services that governments provide. x Describe ways weather, climate and other environmental characteristics affect daily life. x Discuss reasons and ways that people, goods, and ideas move from place to place. x Identify ways to help people who are going through natural and human-made disasters.

Science Objectives

x Investigate the relationship between mass and weight (e.g. identical filled and empty containers).

x Compare natural sources of light (e.g. sun fireflies, deep sea creatures, fire, lightning) to artificial sources of light (e.g. light bulbs, matches, candles).

x Investigate the properties of transparent and opaque objects (e.g. plastic wrap and aluminum foil).

x Compare natural sources of heat (sun, fire, lightning) to artificial sources of heat (stove, toaster).

x Chart temperature over time using the Celsius scale. x Demonstrate methods of producing static electricity (e.g. balloons, shuffling across

carpet).

Social Studies Standards . E.6.1.3 Identify examples of goods and services that governments provide. G.9.1.3 Describe ways weather, climate and other environmental characteristics affect daily life. G.10.1.2 Discuss reasons and ways that people, goods, and ideas move from place to place. G.11.1.2 Identify ways to help people who are going through natural and human-made disasters.

Science Standards PS.6.1.2 Investigate the relationship between mass and weight (e.g. identical filled and empty containers).

PS.7.1.1 Compare natural sources of light (e.g. sun fireflies, deep sea creatures, fire, lightning) to artificial sources of light (e.g. light bulbs, matches, candles). PS.7.1.2 Investigate the properties of transparent and opaque objects (e.g. plastic wrap and aluminum foil). PS.7.1.3 Compare natural sources of heat (sun, fire, lightning) to artificial sources of heat (stove, toaster). PS.7.1.4 Chart temperature over time using the Celsius scale. PS.7.1.5 Demonstrate methods of producing static electricity (e.g. balloons, shuffling across carpet). Unit Specific Vocabulary Weather, climate, characteristics, disasters,


x UNIT ASSESSMENT Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3 of the points possible coming from constructed response questions.





obtain the rubric to the end of this unit. __________ Alternative Assessment or Big Finale ------What choices will be given students for this Unit?






Lesson 16 Days 1-5










Lesson 17 Days 6-10


































Lesson 20

Days 21-25









Review Lessons

16-20 Days 25-30















Grade: First Grade

Unit Theme, Big Idea, or Essential Question: Social Studies: Timelines/Past and Present/Historical Americans/ Sources

Science: The Solar System/Weather/Seasons


Social Studies Objectives x Describe state and national symbols and patriotic songs. x Use listening, consensus-building, and voting procedures in the classroom. x Classify exchanges as monetary or barter. x Identify places people save money (E.g., piggy banks, wallets, banks). x Identify goods and services that are traded x Explain positive and negative effects humans have on the environment (e.g., litter,

pollution, planting trees, recycling) x Explain ways people use natural resources in the community in which they choose to

settle x Explain ways family and school have changed using chronological terms (yesterday/past,

today/present, tomorrow/future) x Create timelines to sequence family or school events using chronological terms (e.g.,

first, next, last, before, after, now, long ago) x Compare present day families, objects, and events with those in the past using visual

representations, news stories, and artifacts (e.g., daily life tasks, food, clothing, transportation,

x Communication, recreation). x Retell stories of historical events, American legends, and people who played a role in

history x Explain the significance of national holidays and the achievement of people associated

with them. x Draw conclusions about family or school life in the past using historical records and

artifacts (e.g., photos, diaries, oral, history). x Identify aspects of a source that establish time, place and credibility.

Science Objectives x Chart weather conditions every day. x Identify the sequence of seasons.

x Demonstrate safety procedures related to severe weather. x Read a Celsius thermometer as a class. x Illustrate the sequence of planets in the solar system.

Social Studies Standards

C.2.1.1 Describe state and national symbols and patriotic songs. C.2.1.4 Use listening, consensus-building, and voting procedures in the classroom. E.6.1.1 Classify exchanges as monetary or barter. E.6.1.2 Identify places people save money (E.g., piggy banks, wallets, banks). E.7.1.1 Identify goods and services that are traded G.9.1.1 Explain positive and negative effects humans have on the environment (e.g., litter, pollution, planting trees, recycling) G.10.1.1 Explain ways people use natural resources in the community in which they choose to settle

Science Standards ESS.8.1.3 Chart weather conditions every day ESS.8.1.4 Identify the sequence of seasons ESS.8.1.5 Demonstrate safety procedures related to severe weather ESS.8.1.6 Read a Celsius thermometer as a class ESS.10.1.1 Illustrate the sequence of planets in the solar system

Unit Specific Vocabulary Money, banks, voting, procedures, environment, litter, pollution, planting trees, and recycling.


x SCIENCE AND SOCIAL STUDIES ASSESSMENT Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3 of the points possible coming from constructed response questions.






□ Comic Strip □ Diary □ Interview □ Letter to the Editor □ Newspaper Story □ Radio Program

□ Newscast □ Monologue □ Poem or Song □ Slideshow □ Brochure □ Model □ Press Conference □ Play □ Soundtrack □ Essay □ Rewrite □ Journeys Unit Assessment









Lesson 21

Days 1-5

� Teacher led discussion on the topic

of the day. � Shared reading of the lesson from

the text. � Brainstorming to allow students and







Lesson 22

Days 6-10



the text.



� The students will (Think, Pair Share)


Brainstorm ideas and share with their partners.



Lesson

23 Days 11-

15










Lesson

24 Days 16-

20










Lesson

25 Days 21-

25










Review

Lessons 21-25

Days 25-30















Grade: First Grade

Unit Theme, Big Idea, or Essential Question: Social Studies: Geography/Maps and Globes/Cultures/Global Connections

Science: Plants/Endangered Animals of Arkansas/Earth’s Resources


Social Studies Objectives x Identify goods that are both imported to and exported from Arkansas and the United

States. x Use map keys, legends, symbols, compass rose, and directional words to show a

relationship between places. x Use maps, globes, and photographs to describe the physical and human characteristics of

a familiar place. x Construct and label maps of familiar places. x Discuss how cultural characteristics create diversity in a community, place, or region. x Discuss how the consumption of products connects the local community to distant places.

Science Objectives

x Locate plant parts: leaves, stems, flower, and roots. x Identify some endangered species in Arkansas. x Identify the features of major landforms. x Identify common uses of Earth's resources.

Social Studies Standards

C.1.1.2 Discuss the roles of people who hold positions of authority C.1.1.3 Discuss the functions of a government. C.2.1.2 Discuss the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags. C.2.1.3 Demonstrate ways of being a good citizen in multiple settings Processes, Rules, and Laws C.3.1.1 Explain why rules, laws, and consequences are needed C.3.1.3 Describe ways classrooms and schools work to accomplish common tasks and establish Responsibilities. H.13.1.6 Identify changes in the classroom/school in terms of cause and effect.

Science Standards LS.2.1.4 Locate plant parts: leaves, stems, flower, and roots. LS.4.1.1 Identify some endangered species in Arkansas. ESS.8.1.1 Identify the features of major landforms. ESS.8.1.2 Identify common uses of Earth's resources.

Unit Specific Vocabulary Authority, etiquette, consequences, settings, functions, positions, citizen, responsibilities.


x SOCIAL STUDIES AND SOCIAL STUDIES TEXT ASSESSMENT Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3 of the points possible coming from constructed response questions.















Lesson 26 Days 1-5










Lesson 27 Days 6-10










Lesson 28 Days 11-

15










Lesson 29 Days 16-

20










Lesson 30 Days 21-

25










1Review Lessons

26-30 Days 26-

30









Documents

Ratcheting Up the Three R’s - Amazon Web Services · 2017-03-09 · Ratcheting Up the Three R’s All Subjects Instructional Unit Plan Subject: Science and Social Studies Module: