Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Pa= tty Kahle
School Name	He= rington Elementary
School District	USD #487
= School City, State	Herington, Ka= nsas
Classroom Informati= on
Subject Area
So= cial Studies
Grade Level(s)<= /p>
Ki= ndergarten
Unit Ov= erview
Unit Title
Wo= rking Together!
Unit Summary
During this unit students will learn how peopl= e help each other within a family. Students will rank the importance of family j= obs. They will show the relationship between jobs within the family using the “Seeing Reason” tool.
Building the Founda= tion
Habits of Learning Taxonomy <= /span>
Knowledge: List the= names of your family members. Comprehension: Discuss how each member helps at home.<= /span> Analysis: Explain how helping each other at home is good for the whole family. Synthesis: Create a= job chart for family members. Evaluation: Rank the importance of each job on the family job chart.<= /i>
Standards
The student: 1. &nbs= p; = Social Studies: Civics-Government, Benchmark 1 &nbs= p; &= nbsp; (K) recognizes rules and why they exist (e.g., home, classroom, playground). 2. &nbs= p; = Social Studies: Civics-Government: Benchmark4 &nbs= p; &= nbsp; (A) demonstrates good citizenship= (e.g., sharing, listening, taking turns, and following rules). 3. &nbs= p; = Social Studies: Economics, Benchmark 5 &nbs= p; &= nbsp; (A) - ($)= gives examples of types of jobs that he/she does within the family.
Learning Objectives
St= udents will be able to name family members. St= udents will be able to create a family job chart. St= udents will be able to explain the importance of the family working together.
Curriculum-Framing Questions	Essential Question
Ho= w do we live, and work together as a family?
Unit Questions
Ho= w do families cooperate? Wh= y do family members need to work together?
Content Questions
Who are your family members? What jobs need to be done within the home? Who should do each job?

= Student Assessment Plan
Assessment Summary
The unit will begin with each child drawing a picture of the people who live in their home. This will be followed by a brainstorming session to create a web that contains a variety of jobs done within a household. A= s the students work through the project they will be observed to see the input = they give their group. They will= also be given an oral assessment to determine if they can name the people in t= heir homes. The final proj= ect will be a drawing of family members and 2 or 3 jobs that they are responsible f= or in the home. This final projec= t will be assessed with the use of a rubric. 5- 2 or more members are represented with 2 or 3 jobs 4- 2 or more members are represented with 1 job 3- 1 member is represented w= ith 1 or more jobs 2- 1 member is represented w= ith no jobs 1- no members are listed
Assessment Timeline
= &nb= sp; = &nb= sp; = <= span style=3D'mso-tab-count:1'> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; Before Project Work Begins = ; While Students Work on Projects After Project Work Ends = &nb= sp; = &nb= sp; = <= span style=3D'mso-tab-count:1'> = ; &n= bsp; = ; &n= bsp; = ; &n= bsp; Create a picture of family members who live in the home. Create a class web to establish a list of jobs that are necessary in a home. Teacher observation will determine the amount of information each child is contributing to the group. An oral assessment wi= ll be given to each child to determine if they can name the members of the people that live within their home. = &nb= sp; = &nb= sp; = &nb= sp; The student’s f= inal project will be assessed by the use of a rubric.<= span style=3D'mso-tab-count:1'> = ; &n= bsp;
Visual Ranking Elements (Complete this section if this tool will be used in the unit)<= /font>
Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>
Wh= ich jobs are most important to a family?
Project Description (For the Visu= al Ranking workspace)
Students will rank a list of jobs done in the home as to the importance of each job within the family structure.
Prompt (For the Visu= al Ranking workspace)<= /font>
Students will discuss why ea= ch job is important and why they think one job should be done before another= .
Sorting List (For the Visu= al Ranking workspace)<= /font>
Cleaning, Picking up Toys, Dishes, Laundry, Feeding Pets, Cooking, Trash
Practice Ranking (For your future quick reference)<= /font>

Seeing Reason Elements (Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seei= ng Reason workspace)<= /font>
Wa= ys a family works together!
Project Description (For the Seei= ng Reason workspace)
St= udents will use the Seeing Reason tool to show how each family member’s jo= bs help other members complete their jobs within the home.=
Research Question (For the Seei= ng Reason workspace)<= /font>
Who helps who in your house?=
Practice Map (For your future quick reference)<= /font>
Practice Team ID: Teamclass	Pa= ssword: Teamclass &nbs= p;

Showing Evidence Elements (Complete this section if this too= l will be used in the unit)
Showing Evidence Project Name (For the Show= ing Evidence workspace)<= /font>
Jobs in the home.
Project Description (For the Show= ing Evidence workspace)
St= udents will determine which activities are jobs in the home.
Prompt (For the Show= ing Evidence workspace)<= /font>
Which activities are jobs in= the home?
Practice Case (For your future quick reference)<= /font>
	&nbs= p;
Claims
These things must be done in= the home.
Evidence <= /span>

&nbs= p;

= Unit Details
Approximate Time Ne= eded
We will spend about three weeks on our family unit. Three times a week we will spend= about 30 minutes exploring the family and home structure.
Prerequisite Skills=
St= udents will need to be able to sit, listen and work together.<= /font>
Procedures <= /font>
Introduction: I will read a variety of stories= prior to starting the unit that focus on a variety of family.= &nbs= p; &= nbsp; Activity 1: Have stu= dents draw and label a picture of their immediate family that lives in their ho= me. &nbs= p; &= nbsp; &nbs= p; (Two days) &nbs= p; &= nbsp; Activity 2: Make a l= ist of activities that are jobs and those that are not jobs using the showing evidence &nbs= p; &= nbsp; &nbs= p; tool. (One day)= &nbs= p; &= nbsp; Activity 3: Create a= class web on jobs family members do in the home. (One day) &nbs= p; &= nbsp; Activity 4: Use the = visual ranking tool as a whole class to discuss the importance of each job in the &nbs= p; &= nbsp; &nbs= p; home. (One day)= &nbs= p; &= nbsp; Activity 5: After discussing importance of the jobs have make a chart of who does which job= in their &nbs= p; &= nbsp; &nbs= p; homes. (One day) &nbs= p; &= nbsp; Activity 6: Us= e the Seeing Reason tool to show how one job affects another job. (One day) &nbs= p; &= nbsp; Activity 7: Final Project: Stude= nts will add to the beginning project to connect family member &nbs= p; &= nbsp; &nbs= p; pictures to pictures= of 2 important jobs they do or can do in the home.

Resource Student:=	The resource students will have a visual, such as a fa= mily photograph, to help them recall names of family members.
English Language Learner:	The words for family members, such as mother, father etc, will be posted in both English and Spanish.
Gifted Student:	For the gifted students I will expect them to orally explain their decisions for the ranking tool and the showing reason tool activities.
= Materia= ls and Resources Required For Unit
Printed Materials:	Macmillan/McGraw-Hill Social Studies Preparing Tomorrow’s Citizen Today!
Supplies:<= /font>	Large 11x 17 paper, Large Chart Paper, Crayons,
Technology – Hardware<= o:p>