Social Studies Unit

Name: Maggie Justus
Grade Level: First Grade

School: Hiawatha Elementary School
Date: Tuesday, March 10, 2014
Overall lesson topic/title: Past, Present, and Future
Objectives for lesson plan: Students will be able to distinguish between past,
present, and future and relate it to their own lives.
1 H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future
using family or school events.
Materials and supplies needed:

Anchor Chart(Past, Present, and Future)
3 column chart worksheet
Computer/projector (video)
Launch (BEFORE)
I will introduce to the students that we will be
talking about how we learn about the past
throughout this unit. I will explain that during
todays lesson, we will be discussing past,
present, and future. We use these terms to
help us describe moments in time. I will
define these terms to the students and will
relate it to their lives (i.e. Kindergarten (past),
First Grade (present), Second Grade (future)).
I will have an anchor chart to go along with
the words to help add more meaning to the
words.
Explore (DURING)
I will show clips from a video entitled Long
Ago, Yesterday, and Today to the students.
Throughout the video, I will ask the students
to think about past, present, and future. I will
be asking questions like How are they
learning about the past? How is the past
different from today? What do you think it
will be like in the future? After discussing the
Academic, Social, and

Linguistic Support during
each event for my focus
students:
Students may be reminded
that it is a level zero while
they are at their spots on the
carpet
While we are working as a

whole group, students will be
expected to raise their hands
to answer questions.
Students will also be
expected not to blurt out or
talk while another student is
talking.
video, I will introduce the 3-column chart that

the students will be filling out. I will explain
that the students will be relating past present
and future to their own lives. In each section
of the chart, the students will be drawing
and/or writing things that they liked to do in
the past, what they like to do in the present,
and what they want to do in the future. After
the directions have been given and the
expectations have been set, I will dismiss the
students back to their seats to begin working
on their charts. I will allow 5-10 minutes for
this activity.
SUMMARIZE (AFTER)
Once the students have completed their
chart, I will have them join me on the carpet.
I will ask students to share what they have
put on their charts for the past, present, and
future. We will wrap up the lesson by
discussing what past, present, and future,
and also why we learn about them.
Assessment:
I will be able to gauge whether or not the
students are understanding the material by
the responses they give to my questions. I
will also be able to gauge their understanding
while walking around and talking with
students while they are filling out their
charts.
Name: Maggie Justus

Date: Wednesday, March 18, 2014
I will be walking around

providing support to those
students who may need it.
Overall lesson topic/title: Using Calendars to tell time

Objectives for lesson plan: Students will be able to list given events in
chronological order.
1 H2.0.2 Use a calendar to distinguish among days, weeks, and months.

Calendar
Computer and Projector
When This Box is Full
Launch (BEFORE)
I will introduce this lesson by asking the
students to look around the classroom and
find ways in which we can show time passing.
Possible answers include (time, calendars,
etc.) We will discuss how we use days, weeks,
months, and years to help show the
progression of time.
Explore (DURING)
I will read the story When This Box is Full.
While I am reading the story, I will be asking
questions about what is happening. What is
happening in the story? What do you notice
about the items that are going into the box?
How much time is passing before another
item is placed into the box. We will discuss
these questions and other questions that may
arise throughout the read aloud. I will ask the
students to pay close attention to the items
that are going into the box for each month.

students:
carpet

talking.
SUMMARIZE (AFTER)
After we have completed discussing the book,
we will then begin to discuss certain events,
holidays, traditions, etc. that occur
throughout the months of our year. As a
group, we will go through and list these items providing support to those
for each month of the year (beginning with
January). I want to see what the students are

able to come up with, however, I may provide
additional support or hints to go along with
some events.
Assessment:
by whether or not they are able to correctly
pair a holiday and the month in which it
happens.
Name: Maggie Justus

Overall lesson topic/title: Family History
Objectives for lesson plan: Students will be able to look at artifacts or historical
records (i.e. photographs, birth certificates, etc.) and have discussions about the
past.
1 H2.0.3 Investigate a family history for at least two generations, identifying
various members and their connections in order to tell a narrative about family
life.
Pictures
Childhood Story
Toy
Historical Document (i.e. birth certificate)
Launch (BEFORE)
I will introduce this lesson by asking the
students ways in which we learn about the
past. I will pose the question How do we
students:
learn about the past? Possible responses
might be books, photographs, etc. I will
explain to students that there are numerous
ways that we can learn about the past.
carpet
Explore (DURING)
I will explain to the students that they will be
learning about by past from some items that I
have brought it. I will bring in pictures from
my past, childhood toys, books, birth
certificate, etc. As a class, we will go through While we are working as a
each item individually and discuss how it will
help us learn about the past. I will ask things
like What can you tell me about this item?
What can we learn from this item? What is
happening in this picture and how can it tell
us about the past? We will discuss all of the
answers to these questions for the items (if
applicable). While we are discussing these
talking.
items, I will create a chart to show the
different ways that we learn about the past
(i.e. people and stories, artifacts, written
documents, etc.)
SUMMARIZE (AFTER)
Once we have talked about each of the items,
I will ask the students to fill out a chart
similar to mine. They will be writing down the
same words that I will have written but will
draw a picture for each section. (i.e. for
people and stories, they might draw a picture
of a mom/dad).
To summarize this lesson, I will ask the

students to share with me what they have
learned about my past, or the past in general.
(i.e. I learned that you liked to play soccer
I learned that you were born in Kalamazoo,
etc.) I will also explain to the students that
they have ways to tell about their past as
well (i.e. pictures, birth certificates, etc.)
Assessment:
will also be able to look at their charts to
gauge whether or not they are understanding
the material.
Name: Maggie Justus

Overall lesson topic/title: How authors write about the past
Objectives for lesson plan: Students will be able to identify ways in which we can learn about the
past.
Students will be able to describe information (i.e. family members, connections, etc.) about two
generations of their family.
1 - H2.0.3:
Investigate a family history for at least two generations,

identifying various members and their connections in order to tell
a narrative about family life.
1 - H2.0.6: Compare life today with life in the past using the criteria of
family, school, jobs, or communication.
When I Was Young in the Mountains
T-chart and marke
Launch (BEFORE)
I will begin this lesson by reviewing what we
learned about in the previous lesson. I will
pose the question What are some ways in
which we can learn about the past? How
can we use these items to tell us about the
past? We will discuss the answers to these
questions.
Explore (DURING)
I will inform the students that we will be
looking in a book (When I was Young in the
Mountains) and will be talking about how
authors demonstrate events happening in the
past using pictures or words. I will create a Tchart with the following headers; From
Pictures and From Words. As we read
through the book, I will begin pointing out
ways in which the author tells us about the
past and will begin asking students what they
notice throughout the book. We will begin
filling out the chart when we see items in the
story that inform us about the past. While we
are reading the book, we will be discussing
how the author is using words and pictures to
tell us about the past. What do you notice in
this picture? How do I know this is
happening in the past?
SUMMARIZE (AFTER)
Once we have completed reading the story
and filling out the chart, we will relate what
we filled out in our chart to present day. (i.e.

students:
carpet

talking.

oil lamps) We will discuss how the items were

used back then and whether we use the
items nowadays or not. We may also discuss
how the items have changed or what we use
instead of that item.
Assessment:
by how they compare the items in the past to
items in the present.
Name: Maggie Justus

Overall lesson topic/title: Schools have a past
Objectives for lesson plan: Students will be able to describe how people, families, or
communities have pasts.
Students will be able to describe/draw at least three ways schools have changed over time.
1 H2.0.5 Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to
draw possible conclusions about family or school life in the past.
1 H2.0.6 Compare life today with life in the past using the criteria of family, school, jobs, or
communication.

Photographs
Schools Then and Now
Launch (BEFORE)
To begin the lesson, I will remind the students
that we have been talking about the past and
how we learn about it. I will share with the
students that we will be learning about how
our school has a past. I will ask students to
share ways in which they think that our
school has changed throughout the years.
Explore (DURING)
I will show students pictures of our school
(Hiawatha) throughout the years and ask the
students to pay close attention to ways in
which the school has changed. We will
discuss some ways in which the school has
changed throughout the years. I will then
introduce the book Schools Then and Now.
We will read through the book to learn more
about how schools have changed. As we are
looking through the book, I will be creating a
T-chart with columns labeled past and
present. We will be filling in this chart as we
come across new information about how, not
only our school, but schools in general have
changed throughout the years. Why do you
think schools have changed so much? How
have these schools changed? Do you think
that schools are going to continue to
change? Why do you think so? Relating
this lesson back to the previous one, I will ask
students how they obtained their information.
Did they find it from the words that the
author wrote, or did they gather the
information from a picture.
SUMMARIZE (AFTER)
We will summarize the ways in which schools

students:
carpet

talking.

have a past and how schools have changed

over the years. We will also discuss why we
think that schools have changed over time.
The students will be able to share their
thoughts with the class.
Assessment:
by asking the students how they obtained
their information (i.e. words or pictures).
Name: Maggie Justus

Date: Wednesday, April 1, 2014
Overall lesson topic/title: Holidays and Celebrations of People
Objectives for lesson plan: Students will be able to identify ways in which
national holidays are celebrated and why they are celebrated.
1 H2.0.7 Identify the events or people celebrated during United States national
holidays and why we celebrate them (e.g., Independence Day, Constitution Day,
Martin Luther King, Jr. Day; Presidents Day).
Drawing paper
Overhead projector or Document Camera/Projector
Student journal or notebook

Kimmelman, Leslie. Happy 4th of July, Jenny Sweeney. New York: Albert
Whitman & Company, 2003.
Launch (BEFORE)
I will ask students how we learn about the
past. I will begin to explain that in our country
we also honor the past by celebrating
national holidays. I will help students to
understand that holidays are celebrations of
people and events from the past.
Using the chart labeled Holidays Our
Families Celebrate we will brainstorm as a
class, holidays that they celebrate with their
family.
Possible answers might include:
Christmas
Halloween
Diwali
Hanukkah
Ramadan
Kwanzaa
4th of July
Family birthdays
Chinese New Year
Explore (DURING)
I will explain to students that the birthday of
the United States is celebrated on July 4th. I
will also ask students how this birthday
celebration is different from their own
birthday celebration.
Afterwards, I will read the book, Happy 4th of
July, Jenny Sweeney by Leslie Kimmelman.
After completing the story, I will pose the
question, What are some ways the people in
the story celebrated the 4th of July?
Possible answers might include:
Jenny Sweeney washes her dog
Mrs. Berger hangs up flags.

students:
carpet

talking.

Fireman Mike washes the fire

truck.
Quentin goes fishing.
The Dalal family is proud to be
new Americans.
Arjun runs through the sprinkler.
Lisa twirls her baton.
Luis salutes the flag.
Mr. Jonas puts on his army
uniform.
Mayor Swanson writes a speech.
The Hill family has a picnic
barbeque.
Katie plays her piccolo.
Jenny puts a red ribbon on her
dog.
Emma makes a float.
Jimmy Yang drinks lemonade.
Everyone watches a parade.
Jenny Sweeney watches fireworks
at night.
I will then ask students about their own

celebrations for the 4th of July. Possible
answers:
.
We watch fireworks.
We watch a parade.
We have a barbecue with all our
relatives from far away.
We travel to Grandmas house.
We put up a flag.
We have a picnic
I will then go on to explain to students that
national holidays like the 4th of July, or
Independence Day, celebrate people or
events that happened in the past. I will give
the students some examples of people that
we celebrate (i.e. Presidents, MLK Jr., etc.)
Remind the students that we just celebrated
Presidents Day a few weeks ago and we do
that so we can remember and celebrate the
presidents who helped shape our country.

SUMMARIZE (AFTER)
To the class I will pose the question What are
some other ways we celebrate the past and/or
people of the past Why do we celebrate these
things? This will allow the students to think
about more ways we celebrate events and people
in our country and also the reasoning behind the
celebrations.
Assessment:
Assess the students understanding of national
holidays that are celebrated to commemorate
events in the past and national holidays that are
celebrated to honor people who lived in the past
by listening to student responses as the class
discusses holidays, can give further insight into
their understanding of the concepts taught.

Social Studies Unit

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Social Studies Unit

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Name: Maggie Justus

Grade Level: First Grade

Materials and supplies needed:

Academic, Social, and

While we are working as a

video, I will introduce the 3-column chart that

Name: Maggie Justus

I will be walking around

Overall lesson topic/title: Using Calendars to tell time

Materials and supplies needed:

Academic, Social, and

While we are working as a

January). I want to see what the students are

Name: Maggie Justus

Materials and supplies needed:

To summarize this lesson, I will ask the

Name: Maggie Justus

Investigate a family history for at least two generations,

Academic, Social, and

While we are working as a

I will be walking around

oil lamps) We will discuss how the items were

Name: Maggie Justus

Materials and supplies needed:

Academic, Social, and

While we are working as a

I will be walking around

have a past and how schools have changed

Name: Maggie Justus

Materials and supplies needed:

Overhead projector or Document Camera/Projector

Student journal or notebook

Academic, Social, and

While we are working as a

I will be walking around

Fireman Mike washes the fire

I will then ask students about their own

presidents who helped shape our country.

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