Social Studies Unit Example Plans

Social Studies Lesson Plan
Day 1
LessonTitle:Learning how to get there…
Author(s):Brianna Boseo
Grade level:4th
-5th
Time frame:90 Minutes
Theoretical Background(Development, Learning and Motivation)Summary (2.000, 12%)
ACEI-2007.1
Age level development:At these grade levels the students are participating in the Concrete Operational Stage.This means thattheir thinking is
setfor mostchildren,they can reason logicallyand organize thoughts logically. However, these students strive when working with hands on
activities and groups.They cannot handle abstractthinking very well unless concepts are personallyrelated. Even if they can make concepts,
they still learn bestthrough active, concrete experiences.Lastly, these studentcan think independentlyand critically, but are tied to peer
standards.
LearningTheories/Developmental Stage Theories: Social DevelopmentTheory(Vygotsky), Communities ofPractice (Lave and Wenger),and
Problem Based Learning.This lesson uses problem based learning because their learning is driven by open ended problems thatdo not have
justone right answer. The students also work as active investigators.This lesson uses social developmenttheorybecause th ey are working
in groups and they are interacting in shared experiences.Lastly,this lesson uses communities ofpractice because these groups are forming
a communityand they are working together to create a practice.
Contextual Information:
85 percentof East Aurora School District131 students were Hispanic,9 percentwere African American,4 percent were white, 1 percentwere
Asian, 1 percentwere American Indian and 1 percentidentified with one or more races.About 90 percentof East Aurora School District131
students are considered low income and,as ofthe 2013-2014 school years,all students can receive free breakfastat their schools.One third
of East Aurora School District131 students receive bilingual services.The average EastAurora School District131 teachers has more than
11 years of experience.More than 56 percent of teachers have a Master's Degree or higher.
Standards, Big Ideas, andObjectives (Integratingand Applying Knowledge for Instruction) (2.000, 12%)
ACEI-2007.3.1
ISLS:
16. E.2c (US) Describe environmental factors that influenced the development of transportation and trade in Illinois.
15. B.2a Identify factors that affect how consumers make their choices.
15. C.2c Describe how entrepreneurs take risks in order to produce goods or services.
3C Framework:
D2.Civ.9.3-5. Use deliberative processeswhen making decisions or reaching judgments as a group.
D2.Eco.1.3-5. Compare the benefits and costs of individualchoices.
D2.Geo.9.3-5. Analyze the effectsof catastrophic environmentaland technologicalevents on human settlements and migration.
D2.His.2.3-5. Compare life in specific historicaltime periods to life today.
D3.4.3-5. Use evidence to develop claims in response to compelling questions.
D4.2.3-5. Construct explanations using reasoning, correct sequence,examples, and details w ith relevant information and data.
COE Standard(s):
This lesson connects to the College of Education standards because we are being critical, transformative and know ledgeable teachers. We are also teaching
out students to be critical, know ledgeable and transformative by having the students think deeply about how choices need to be made in order to create a
product. Also, how that product comes with consequencesand benefits. This lesson also helps the students to understand the benefit of w orking in groups,
understanding others and their differencesand coming together to make a consensus. This w illhelp in their everyday life and helps them to become social
justice advocates. They w illbe able to become advocates for others because they willknow how to address the differencesand unite.
Objectives:
Students w illcreate their ow n fire truckthat w ould be more appropriate for the time period being discussed along w ith support and evidence.
Students w illcollaborate w ith groups and come together to make a decision on w hat needs to be done to create a fire trucktogether that uses pieces fromall of
their w orks.
Assessment for Instruction(2.000, 12%)
ACEI-2007.4
Pre-assessment:Iw illshow picturesfromcatastrophic firesand askthe students w hat they wereand w here the locations w ere. Iw illdo this to gauge their
prior know ledge of fires, and even the geography of these locations. I w illalso show thempictures of firetrucks. Iw illaskthe students to tell me some of the
gear that is located on firetrucks and w hy.
Formative Assessment(s):Iw illhave the students act as if they are designers and create a fire truckthat they feelw ould be more appropriate for this time
period. They can use w hat they know now about fire trucks or be completely innovative and use other items. The students w illthen w rite an explanation paper
about w hat they changed, whythey changed it and how their changes made their fire truckconcept better than w hat it w as. The students w illalso include w hat
factors made them make their specific choices. The students willmake sure to use relevant facts about the older original fire truckin their papers.
Summative Assessment:When everyone is done, they w illw orktogether in groups and then share your fire trucks w ith each other and explain w hythey
chose the things they did. When everyone is done sharing, the group w illw orktogether to make a group fire truckthat uses things fromeach of their ow n fire

truckmodels. When all of the groups are done making their decisions, they w illpresent their final product to the class and verbally explain w hat they did and
w hy. Asthe teacher, I w illaskthe students w hat were some sacrificesthat they had to make w hen deciding on the finalproduct? If this w as reallife, and they
had to w orkas a group together to create a new model truck, w hat would some benefits be and w hat would some costs be.
Social Studies Curriculum Content (2.000, 12%)
ACEI-2007.2.4
This lesson incorporates civics by teaching the students the importance of using deliberative processeswhen making decisions as w ellas reaching judgments
as a group. This lesson also incorporates the content of economy by having the students compare the costs and benefits of choices they make individually as
w ellas a group. Geography is taught by having the students analyze the effects of catastrophic eventson settlement. Lastly, history is covered because the
students are able to compare life in specific time periods to modern day society.
Hook/Introduction (Active Engagementin Learning) (1.000, 6%)
ACEI-2007.3.4
I w illshow picturesfromChicago’s Iroquois Theatre Fire that occurred on December 30, 1903 and fromthe Dow ntown Baltimore Fire that occurred on February
7, 1904. I w illask the students if anyone has been to either locations/cities and then I w illfollow up w ith asking the students if the Chicago picture location looks
familiar. I w illthen show what a fire trucklooked like back in the day and open the floor up to discussion to talk about w hy things looked the w ay they did.
LearningActivities(Development of Critical Thinking and ProblemSolving Skills) (2.000, 12%)
ACEI-2007.3.3
I w illhave the students act as if they are designers and their job is to create a fire truckthat they feelw ould be more appropriate for this time period. They can
use w hat they know now about fire trucks or be completely innovative and use other items. The students w illthen w rite an explanation paper about w hat they
changed, w hy they changed it and how their changes made their fire truckconcept better than w hat it w as. The students willalso include w hat factors made
them make their specific choices. The students w illmake sure to use relevant facts about the older original fire truckin their papers. The students w illread
silently until all the students are done. When everyone is done, they w illw orktogether in groups and then share your fire trucks with each other and explain why
they chose the things they did. When everyone is done sharing, the group w illw orktogether to make a group fire truckthat uses things from each of their ow n
fire truckmodels.
Communication to Foster Collaboration (1.000, 6%)
ACEI-2007.3.5
I w illgive the students background know ledge on w hatcaused the fires and askthem w hy they thinkthat there w ere so many deaths and injuries. We w illtalk
about how there were environmentalfactors such as wood roofs and many other things that w ould catch on fire. Since there w as a demand for someone to help
w ith putting out the fires, there became a development in fire trucks. At this point, w e willanalyze how catastrophic events play a role in settlements. I w illthen
show the students a picture of a fire truckfromthat time period. I w illtalk to them about w hat changes had been made from current day fire trucks to ones from
1910’s – 1950’s. I w illthen talk to the students about w hat they think w asspecialabout these fire trucks and w hyfire fighterswere skepticalof using them. We
w illfoster this discussion as a w hole classdiscussion. Iw illhave the students askquestions and w e willmake the discussion more of a Socratic method.
LessonClosure (Active Engagement in Learning) (1.000, 6%)
ACEI-2007.3.4
When all of the groups are done making their decisions, they w illpresent their finalproduct to the class and verbally explain w hat they did and w hy. As the
teacher, I w illask the students w hat were some sacrificesthat they had to make w hen deciding on the final product? If this w as reallife, and they had to w ork
as a group together to create a new modeltruck, w hat would some benefits be and w hat would some costs be. When all groups are done presenting, I w ill
describe to the class how entrepreneurstake risks in order to produce services. If we wereto look at fire-fighting and fire trucks, it is obvious. For example, in
order to produce the ability to put out fires, w e need a w ayto get to the fire in an efficient manner. But w e did not alw ayshave fire trucks, so an entrepreneur
came up w ith the design, hoping that it w ould w orkbut w asnot sure. That is w hat makes the journey so exciting, the not know ing. If there is time, I w ould have
the students take out their journal and spend 2 minutes reflecting on the process of creating the fire truckand also as w orking w ith a group.
Differentiation(Adaptation to Diverse Students) (2.000, 12%)
ACEI-2007.3.2
In order to differentiate, Iw illallow the students to w orkin partners to come up w ith the individual fire truckinstead of having the students w orkon it alone. I also
w ould have the students give verbalexplanations for w hatthey did, w hy they did it, and w hat consequencesor things did they have to give up in order to make
the consensus. Iw ould allow formore discussion based activities. Icould also take out the individual task of creating the fire truckand just have students work
in groups. This still teaches collaboration. Lastly, I could have a premade list of items that I w ould like the students to choose fromto add to their ow n firetruck.
It w ould range fromvery obvious items all the w ay to randomhousehold items. In order to give the students extended time, I w ould rearrange my schedule so
that w riting followsthis activity and w ould allow for studentsto use the w riting time to create their explanations.
Resources to SupportDevelopment, Learningand Motivation (1.000, 6%)
ACEI-2007.1
http://www.socialstudiesforkids.com/subjects/funandgames.htm
http://www.socialstudiesforkids.com/articles/ushistory/greatchicagofire18711.htm
http://www.explainthatstuff.com/firefighting.html
http://www.autoevolution.com/news/fire-truck-history-7249.html
http://americanhistory.si.edu/blog/2013/06/five-cool-facts-about-our-new-philadelphia-style-fire-engine.html
http://www.educationworld.com/a_lesson/lesson/lesson026.shtml

DAY 2
LessonTitle:Getting the w ater there…
Grade level:4th
-5th
ACEI-2007.1
Age level development:At these grade levels the students are participating in the Concrete Operational Stage. This means thattheir thinking is
they still learn bestthrough active, concrete experiences .Lastly, these studentcan think independentlyand critically, but are tied to peer
standards.
Problem Based Learning. This lesson uses problem based learning because their learning is driven by open ended problems thatdo not have
justone right answer. The students also work as active investigators.This lesson uses social developmenttheorybecause th ey are working
in groups and they are interacting in shared experiences.Lastly,this lesson uses communities ofpractice because these groups are forming
Contextual Information: 85 percent of EastAurora School District131 students were Hispanic,9 percentwere African American,4 percent
were white, 1 percentwere Asian, 1 percentwere American Indian and 1 percentidentified with one or more races.About 90 percentof East
Aurora School District131 students are considered low income and,as ofthe 2013-2014 school years,all students can receive free breakfast
at their schools.One third of East Aurora School District131 students receive bilingual services.The average East Aurora School District131
teachers has more than 11 years of experience. More than 56 percent of teachers have a Master's Degree or higher.
Standards, Big Ideas, andObjectives (Integratingand Applying Knowledge for Instruction) (2.000, 12%)
ACEI-2007.3.1
ISLS:
3C Framework:
D2.Civ.9.3-5. Use deliberative processeswhen making decisions or reaching judgments as a group.
D2.Eco.1.3-5. Compare the benefits and costs of individualchoices.
D2.His.2.3-5. Compare life in specific historicaltime periods to life today.
COE Standard(s):
Objectives:
The students w illcreate or modify a effective way to get w aterto a fire and w rite an explanatory paper about w hatthey did and w hy with support and evidence.
The students w illw ork together in groups and come to a consensus on how they came to their finalproduct.
ACEI-2007.4
Pre-assessment:Iw illshow picturesfromcatastrophic firesand askthe students w hat they wereand w here the locations w ere. Iw illdo this to gauge their
prior know ledge of fires, and even the geography of these locations. I w illalso show thempictures of getting the w ater to the fires. I w illaskthe students to tell
me some of the gear that they know about that help w ith the transportation.
Formative Assessment(s):Iw illhave the students act as if they are designers and create or modify a w ay to get w ater to the fire. They can use w hat they
know now about getting w ater methods or be completely innovative and use other items. The students w illthen w rite an explanation paper or verbally explain
about w hat they changed, whythey changed it and how their changes made the concept better than w hat it w as. The students w illalso include w hat factors
made them make their specific choices.
Summative Assessment:When everyone is done, they w illw orktogether in groups and then share their products with each other and explain w hy they c hose
the things they did. When everyone is done sharing, the group w illw orktogether to make a group product that w illget w ater to the fires. When all of the groups
are done making their decisions, they w illpresent their finalproduct to the class and verbally explain w hat they did and w hy. Asthe teacher, Iw illaskthe
students w hat were some sacrificesthat they had to make w hen deciding on the finalproduct? If this w as reallife, and they had to w orkas a group together to
create a new modeltruck, w hat would some benefits be and w hat would some costs be.

ACEI-2007.2.4
ACEI-2007.3.4
I w illshow picturesfromJune 15, 1904 w hen the steamship General Slocum burns in New York’s East River and pictures fromthe April 18, 1906 earthquake
and fire that destroyed 28,000 buildings in San Francisco. Lastly, I w illshow picturesfromthe Lakeview Grammar Schoolfire in Collinw ood,
Ohio. I w illask the students if anyone has been to these locations/cities. I w illthen open the floor up to talking about these catastrophic events and Iw ould ask
the students if they knew how the firefighters got waterto these fires. Iw ould askthem if they think they still used the w aysthat are being used now . I w ould
then tell the students that w e are going to learn about how getting the w ater to the fires has changed drastically.
LearningActivities(Development of Critical Thinking and Problem Solving Skills)(2.000, 12%)
ACEI-2007.3.3
1. I w illhave discuss with the students how people in the community w ere expected to help w hen fires arose. That meant that there w ere bucket brigades. Iw ould
explain that bucket brigades w ere a line of people w ho passed buckets of water fromone to another to put out a fire. I w ould have the students’forma single
file line, and I w ould have themw alkdow n to the gym w here we would have buckets of waterlined up in the backof the gym. I w ould demonstrate what the
students w ould be doing and I w ould explain to them that w e are going to replicate a bucket brigade. I w ould have the students pass the w aterdown the line to
me and I w ould time them. We w ould do this multiple times so that the students could see that it becomes tiresome and tedious as w ellas time consuming.
ACEI-2007.3.5
I w ould challenge the students to take a moment and talk to their shoulder partner if they think this w as an effective way to get the w ater to the end and if it
w ould have been a good strategy for the community members to use w hen they w ere trying to put out fires. Next, w e would talkabout how time played a huge
role. The members of the community needed to make sure they got the fire out in enough time to make sure the other houses around them w ere not catching
on fire as w ell. Since there w as a demand for getting the w ater to the fires fast and efficiently, there became a development in w ater tanks and w aterhoses. At
this point, w e willanalyze the early firefighters started off using buckets to get the w ater, then it transformed into using a w ater truckand a firetruckand then
finally to using fire hydrants. Iw ould breakup the students into groups and give them different pictures that w ere somehow related to fire fighting and getting
the w ater there. Iw ould tell the students that I w ant them to w orkin their groups to create a timeline of how firefighters got the w aterto the fires. I w illaskthe
students to take a moment and share w hat improvements they think could have been made back then and today. It w illthen be the job of the students in the
group to either modify or create a new way to get w aterto fires in current day.
ACEI-2007.3.4
When all of the groups are done making their decisions and draw ing what their model looks like, they w illpresent their finalproduct to the class and verbally
explain w hat they did and w hy. As the teacher, Iw illaskthe students w hat were some sacrifices that they had to make w hen deciding on the finalproduct? If
this w as reallife, and they had to w orkas a group together to create a new wayto get w ater to the fires, what would some benefits be and w hat would some
costs be. When all groups are done presenting, I w illre-explain entrepreneurs take risks in order to produce services, Iw illtie this to the prior day’s experience.
For example, in order to get the w ater to the fire to put it out, w e need a w ay to get the w ater there in a fast and efficient manner. If there is time, I w ould have
the students take out their journal and spend 2 minutes to pow er write about any questions they have or w hat they want to know or just about the process in
general.
ACEI-2007.3.2
In order to differentiate, Iw illallow the students to w orkin partners to come up w ith the new method instead of having the students w orkon it alone. I also
w ould have the students give verbalexplanations for w hatthey did, w hy they did it, and w hat consequencesor things did they have to give up in order to make
the consensus. Iw ould allow formore discussion based activities. Lastly, Icould have a premade list of items that I w ould like the students to choose fromthat
the students could modify. It w ould range fromvery obvious items all the w ay to randomhousehold items. In order to give the students extended time, I w ould
rearrange my schedule so that w riting follows this activity and would allow for studentsto use the w riting time to create their explanations as w ellas their pow er
w riting section.
ACEI-2007.1

Day 3
LessonTitle:Learning how to rescue…
Grade level:4th
-5th
ACEI-2007.1
setfor mostchildren, they can reason logicallyand organize thoughts logically. However, these students strive when working with hands on
standards.
Problem Based Learning.This lesson uses problem based learning because their learning is driven by open ended problems that do not have
justone right answer. The students also work as active investigators.This lesson uses social developmenttheorybecause they are working
in groups and they are interacting in shared experiences.Lastly,this lesson uses communities ofpractice because these grou ps are forming
Contextual Information:
85 percentof East Aurora School District131 students were Hispanic,9 percentwere African American,4 percent were white, 1 percentwere
Asian, 1 percentwere American Indian and 1 percentidentified with one or more races. About 90 percentof East Aurora School District131
students are considered low income and,as ofthe 2013-2014 school years,all students can receive free breakfastat their schools.One third
of East Aurora School District131 students receive bilingual services.The average EastAurora School District131 teachers has more than
11 years of experience.More than 56 percent of teachers have a Master's Degree or higher.
Standards, Big Ideas, andObjectives (Integratingand Applying Knowledge for Instruction)(2.000, 12%)
ACEI-2007.3.1
ISLS:
16. E.2c (US) Describe environmental factors thatinfluenced the developmentoftrans portation and trade in Illinois.
3C Framework:
D2.Civ.9.3-5. Use deliberative processes when making decisions or reaching judgments as a group.
D4.2.3-5. Constructexplanations using reasoning,correctsequence,examples,and details with relevantinformation and data.
COE Standard(s):
Objectives:
Students w illcreate a classroomlayout that highlights fire hazards.
Students w illcreate a new revised classroomlayout that highlights how they w ould change those fire hazardsto make them non-hazardous and why.
Students w illanalyze the schools’evacuation routes and w illcome up w ith their ow n route that they best believe w illhelp and give support and evidence.
ACEI-2007.4
Pre-assessment:Iw ould talk to the students and ask them w hat things in their homes and classrooms help to protect them and keep them safe. That w ould
open the discussion up for smoke alarms, fire sprinklers and many more items.
Formative Assessment(s):Iw illhave locate items in the schooland classroomthat help protect them fromfires. The students w illalso be in charge of
creating a new floor layout map of the classroomw ith no fire hazards.
Summative Assessment:When everyone is done, they w illw orktogether in groups and they w illbe in charge of coming up w ith an evacuation plan that w ill
help all students get to safety as fast and smoothly as possible. Along w ith this plan, they are going to explain w hy they chose this route and how they know it
w illbenefit all students.
ACEI-2007.2.4
ACEI-2007.3.4

I w illtalk to the students about things that they think w ould help make sure everyone that w asat riskw as rescued. Iw ould then talk about how the architects
and builders claimed that the new upgraded buildings w ere fire proof. Iw ould talk to the students about how the updated buildings just consisted of new
building codes that required fire escapes, emergency exits, sprinkler systems and frequent fire inspections. Iw ould talkto the students and show thempictures
of w hat each of these items look like. I w illtell the student that w e are going to go on a field trip of our school. I w illpass out a handout that has a list of items
that could be in a building code. For example, fire exit, sprinklers, fire extinguisher and many other items.
ACEI-2007.3.3
I w illhave the students act as if they are fire fighter inspectors. Their job is to w alkaround the 4th
or 5th
grade hallw ay depending on w hat class it is w ith a
partner. Their job is to try to find as many objects on the list. But not only w illthey be asked to find those objects, they w illalso be in charge of finding potential
fire hazards in and out of the classroom. They w illw rite what the hazards are and how they can be fixed. When the students are all back to the classroom, they
w illw orkin groups to come up w ith a map layout of the classroomthat show sfixed firehazardsand w hythey were changed now and what they did to change
the fire hazard and w hy they believed it w as a hazard. The next step in their project w illbe to draw a fire evacuation plan. The students in the groups w illbe in
charge of creating an evacuation plan and draw ing it out.
ACEI-2007.3.5
I w illgive the students background know ledge on fire codes and w hythey are so important. I w illtalk to the students about how they were important then and
are just as important today. At this point the students w illbe w orking in their groups to come up w ith the classroomlayout map and their evacuation plan. This is
beneficialto do in groups because it allow s the students to bounce ideas off of each other and everyone has different perspectives, so what one person may
find as a fire hazard might not be one for someone else. The students w illalso be able to talk about the many different fire hazardsthey can see and this
allow s the students to think of life skills and surviving. The students w illlearn how to w orkwith each other in groups and how to accommodate for the thoughts
and ideas of the other students that are in the group.
ACEI-2007.3.4
When all of the groups are done making their decisions, the students w illpresent their evacuation plans to the class as w ellas w hythey decided to do w hat
they did and how what they did w illbenefit the class and help everyone to get out of the fire and to safety. Iw illexplain to the class that w e w illbe w rapping up
our lesson tomorrow and w e willbe doing something exciting w ith all of our projects that w e have created over the last three days.
ACEI-2007.3.2
In order to differentiate, Iw illhave the students’just try to find the items on the list in the classroomsince there are many visuals. I w illalso allow the students to
w orkin groups and make these both group w ork. I think that groups really help the students to think about ideas they haven’t thought about before. Iw ould also
allow the groups to think of other items that should be on the list but are not. I w illexplain that that there are many things that are not designated exactly for fire
prevention but help keep all of us safe.
ACEI-2007.1

Day 4
LessonTitle:Making it count…
Grade level:4th
-5th
ACEI-2007.1
standards.
Problem Based Learning.This lesson uses problem based learning because their learning is driven by open ended problems that do not have
justone right answer. The students also work as active investigators. This lesson uses social developmenttheorybecause they are working
in groups and they are interacting in shared experiences.Lastly,this lesson uses communities ofpractice because these grou ps are forming
Contextual Information:85 percent of East Aurora SchoolDistrict 131 students w ere Hispanic, 9 percent w ere African American, 4 percent were white, 1
percent w ere Asian, 1 percent were American Indian and 1 percent identified w ith one or more races. About 90 percent of East Aurora SchoolDistrict 131
students are considered low income and, as of the 2013-2014 schoolyears, allstudents can receive free breakfast at their schools. One third of East Aurora
School District 131 students receive bilingual services. The average East Aurora SchoolDistrict 131teachers has more than 11 years of experience. More than
56 percent of teachers have a Master's Degree or higher.
Standards, Big Ideas, andObjectives (Integratingand Applying Knowledge for Instruction)(2.000, 12%)
ACEI-2007.3.1
ISLS:
Social Studies:
CommonCore:
ELA:
CCSS.ELA-LITERACY.RL.5.1: Quote accurately froma text w hen explaining w hat the text says explicitly and w hen drawing inferencesfromthe text.
CCSS.ELA-LITERACY.SL.4.1.A: Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other
information know n about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.4.1.C: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the
discussion and link to the remarks of others.
CCSS.ELA-LITERACY.SL.4.1.D: Review the key ideas expressed and explain their ow n ideas and understanding in light of the discussion.
3C Framework:
COE Standard(s):
ACEI-2007.4
Pre-assessment:Iw illhave a Q & A w ith the students about w hat they have learned and w e willfillout a KWL chart.
Formative Assessment(s):Iw illdo a quick plickers review quiz to checktheir know ledge of what we have covered overthe last three days. I w illhave the
students complete an exit slip that has them answ er three questions. Those three questions are: what are three things they learned, w hat two things they want
to know are, and w hat is one thing they are still confused on.
Summative Assessment:Iw illhave the students take five minutes to pow er write about w hat they have learned, what they are shocked about, how their
group experience w as, or pretty much anything else that has to do w ith the project. (Their feelings etc...) When the students are done w ith that, I w illhave the
students hand their group projects in along w ith their pow erwriting. Iw illpublish them by turning all their w orkinto a class bookfor all to see.
ACEI-2007.2.4
as a group. This lesson also incorporates the content of economy by having the students compare the costs and benefits of c hoices they make individually as

ACEI-2007.3.4
I w illhave a beach ball blow n up and each side w illhave a question on it. The students are to toss the ball to someone in the circle that is formed. The student
w ho catchesit is responsible for answering the question that his or her left thumb lands on. The student w illthen pass it on to someone else and it w illcontinue
on until it gets backto the teacher. This w illhelp the students to recallthe know ledge they have learned and apply it to the questions w ithout feeling pressured
by a test.
ACEI-2007.3.3
Students w illthen take five minutes to pow er write about what they have learned, w hat they are shocked about, how their group experience was, or pretty much
anything else that has to do w ith the project. (Their feelings etc...) When the students are done w ith that, I w illhave the students hand their group projects in
fromthe past three days along w ith their pow er writing. I w illpublish them by turning all their w orkinto a class bookfor all to see.
2.
ACEI-2007.3.5
The beach ball activity in the beginning helps to foster collaboration because they are allow ed to phone a friend and have one lifeline from the teacher. This w ill
encourage the students to ask their peers if they are stuck. This w illalso help w ith discussion flow because the students willbe communicating w ith each other
to help others w hen they are in need and are stuckon a specific question. There w illbe some questions on the beach ball that are group discussions or partner
discussions.
ACEI-2007.3.4
I w illtake all of their group projects and their pow er writings and create a class book. I w illthen tell them that w e are going to be focusing on a new topic next
w eek. I w illhave the students complete an exit slip that has them answ erthree questions. Those three questions are: w hat are three things they learned, w hat
tw o things they still w ant to know ; and what is one thing they are still confused on.
Differentiation(Adaptation to Diverse Students)(2.000, 12%)
ACEI-2007.3.2
I w illallow for verbalpower writing. If students are struggling w ith writing, I w illhave the student(s) verbally explain. I w illalso have a set of differentiated
questions in case some of the students are stumped and need more direct questions w hen we are doing the beach ball activity.
ACEI-2007.1

Social Studies Unit Example Plans

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