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Unit Outline

1. Unit Description: Our unit is a 4 day social studies lesson plan that introduces first graders
to American and California symbols.

1.1. Lesson 1: A 90 minute lesson covering the American flag, its history, the significance of
the stars and stripes, and what it represents to America.
1.2. Lesson 2: A 90 minute lesson that continues the American flag symbol and its other
commonly used name of Old Glory. This lesson introduces students to the Old Glory
song and continues the discussion, from lesson 1, of how it represents America.
1.3. Lesson 3: A 90 minute lesson that discusses another famous American symbol, the Bald
Eagle. The lesson focuses on the bird’s characteristics and its significance to America.
1.4. Lesson 4: A 90 minute lesson that discusses some of California’s state symbols, such as
the state’s bird, tree, animal, flower, and flag. The lesson teaches students what the
symbols are and how they are significant to California.

2. Unit Standards: Our unit’s lessons incorporate the California state standards.

California State Standards:

Social Studies
1.3 Students know and understand the symbols, icons, and traditions of the United
States that provide continuity and a sense of community across time.
           1.3.1 Recite the Pledge of Allegiance and sing songs that express American ideals
(e.g., “My Country ’Tis of Thee”).
1.3.3 Identify American symbols, landmarks, and essential documents, such as the
flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of
Independence, and know the people and events associated with them.

2.0 Students demonstrate the meaning of addition and subtraction and use these
operations to solve problems:
2.4 Count by 2s, 5s, and 10s to 100.

Visual and Performing Arts:Visual Arts

1.0 Artistic Perception: Processing, analyzing, and responding to sensory information
through the language and skills unique to the visual arts
Students perceive and respond to works of art, objects in nature, events, and the environment.
They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary

1.1.1 Describe and replicate repeated patterns in nature, in the environment, and in works of

3.0 Historical and cultural context: Understanding the historical contributions and
cultural dimensions of the visual arts
Students analyze the role and development of the visual arts in past and present cultures
throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.3.1 Recognize and discuss the design of everyday objects from various time periods and
Visual and Performing Arts: Music
1.0 Artistic Perception: Processing, analyzing, and responding to sensory
information through the language and skills unique
to music
Listen to, Analyze, and Describe Music
1..2 Identify simple musical forms (e.g., phrase, AB, echo).

Creative Expression:Creating, Performing, and Participating in Music

Students apply vocal and instrumental musical skills in performing a varied repertoire of
music. They compose and arrange music and improvise melodies, variations, and
accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills

2.1 Sing with accuracy in a developmentally appropriate range.
2.2 Sing age-appropriate songs from memory.

Language Arts: Reading

1.0 Word analysis, fluency, and systematic vocabulary development Students
understand the basic features of reading. They select letter patterns and know how to
translate them into spoken language by using phonics, syllabication, and word parts.
They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print

1.1 Match oral words to printed words.
1.2Identify the title and author of a reading selection. 1.3 Identify letters, words, and sentences.

2.0 Reading Comprehension Students read and understand grade-level-appropriate

material. They draw upon a variety of comprehension strategies as needed (e.g.,
generating and responding to essential questions, making predictions, comparing
information from several sources).

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Respond to who, what, when, where, and how questions.

2.6 Relate prior knowledge to textual information.

Language Arts: Writing

1.0 Writing Strategies Students write clear and coherent sentences and paragraphs
that develop a central idea. Their writing shows they consider the audience and purpose.
Students progress through the stages of the writing process (e.g., prewriting, drafting,
revising, editing successive versions).

Organization and Focus

1.1 Select a focus when writing.
1.2 Use descriptive words when writing.

1.3 Print legibly and space letters, words, and sentences appropriately.
3. Unit Technology

Hardware: Our unit’s lessons incorporate the use of hardware technology.

3.1. Laptops or desktop computers: students will be expected to partner so that enough
computers are available during the lesson.
3.2. Tape player
3.3. An LCD projector: This is how I will display the computer images onto an overhead

Internet: Our unit’s lessons incorporate the use of technology through the internet
3.4 Websites:
3.4.1 DiscoveryEducation (
3.4.2 Ben Franklin US Government For Kids (
3.4.3 Google images
3.4.8 National Geographic (
3.4.10 Enchanted Learning (

Software: Our unit’s lessons incorporate the use of software technology

3.5 Powerpoint: Students will be introduced to the unit through a Powerpoint presentation

4. Unit Technology Description

4.1. Powerpoint, computer hardware, and the internet are used to provide students with visual
and audio learning.
4.2. The internet is used to provide students with hands-on visual and audio learning.
Allowing students hands-on computer access is ideal for kinesthetic learners.
4.3. Students are expected to work with a partner, while accessing the internet; thus building
social skills.
4.4. Technology is used to meet a variety of California State Standard curriculum