Kindergarten Social Studies Unit 05 Exemplar Lesson 03 ...
Kindergarten Social Studies
Unit: 05 Lesson: 03 Suggested Duration: 2 days
Kindergarten Social Studies Unit 05 Exemplar Lesson 03: Rules at Home
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students' needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child's teacher. (For your convenience, please find linked the TEA Commissioner's List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis Lesson three reviews rules discussed in Unit One and it expands on the idea that different communities have different rules to help maintain order, provide security and manage conflicts. The lesson allows students time to explore the rules in their family, as well as who is responsible for ensuring the people in the family follow those rules. TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at .
K.8 Government. The student understands the purpose of rules. The student is expected to: K.8A Identify purposes for having rules. K.8B Identify rules that provide order, security, and safety in the home and school. K.9 Government. The student understands the role of authority figures. The student is expected to: K.9A Identify authority figures in the home, school, and community. K.9B Explain how authority figures make and enforce rules.
Social Studies Skills TEKS
K.14 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
K.14A Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music.
K.15 Social studies skills. The student communicates in oral and visual forms. The student is expected to: K.15A Express ideas orally based on knowledge and experiences. K.15B Create and interpret visuals, including pictures and maps.
GETTING READY FOR INSTRUCTION
Performance Indicators
Kindergarten Social Studies Unit 05 PI 03
Draw a picture illustrating one family rule and explain how the rule keeps the family safe.
Standard(s): K.8A , K.8B , K.15B ELPS ELPS.c.1C , ELPS.c.3B
Key Understandings Families are similar and different in the rules they follow at home.
-- What are some rules we follow every day? -- Do families have rules that are similar?
Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
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Kindergarten Social Studies
Unit: 05 Lesson: 03 Suggested Duration: 2 days
-- Why do families have the same rules? -- Do families have rules that are different? -- Why do families have different rules? -- Why are rules important at home? -- Who is responsible for making sure people follow rules at home?
Vocabulary of Instruction
rules safety
security order
consequence
Materials Refer to the Notes for Teacher section for materials.
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Teacher Resource: Scenarios Teacher Resource: Family Bubble Chart
Resources
None identified
Advance Preparation
1. Become familiar with content and procedures for the lesson, especially the idea that rules are necessary in order to maintain order, provide security and manage conflicts within the family.
2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview materials and websites according to district guidelines. 5. Gather books. 6. Copy student handouts and teacher resources needed for lesson. 7. Prepare materials and handouts as needed 8. Gather a variety of pictures that demonstrate children not following rules in the home such as toys scattered everywhere, playing
ball in the house, or writing on the wall with crayons. (May want to "set up " and take pictures of students in the class or your own children) 9. Prepare materials and handouts as needed.
Background Information
Rules ? Rules in various communities help to provide order, safety and security in that community. In each community, there are people who are responsible for creating and enforcing the rules to protect the members of that community.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the "My CSCOPE" Tab within the "My Content" area.
INSTRUCTIONAL PROCEDURES
Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
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Kindergarten Social Studies
Unit: 05 Lesson: 03 Suggested Duration: 2 days
Instructional Procedures ENGAGE ? Introduce rules at home
Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 ? 10 minutes
1. Display pictures of children following rules in the home and not following the rules. (Ask students what they notice about these pictures and what the pictures have in common. Lead students, or make suggestions, to encourage thinking about the children in the pictures who are not following the rules at their home. Ask:
What is happening in this picture? Who do you see? What do you notice that is the same about these pictures? In the pictures where students are following the rules, how do you think each person feels? In the pictures where students are not following the rules, what do you think will happen next?
2. If time allows, read one of the suggested picture books.
Materials:
Pictures of children not following the rules at home. Book to read aloud
Purpose: The purpose of this section is to help students focus on the need for rules.
TEKS: K.8AB; K.9AB; K.14A; K.15AB
Instructional Note: Conduct an internet search using the words "children following rules and/or children not following rules" to find images
3. Next, ask the students what they remember learning about rules at school in previous units. As a review, Ask:
Why are rules are important?(establish order, provide security and manage conflict)
EXPLORE ? Scenarios
1. To set purpose for this section, use words such as:
Suggested Day 1 (continued) ? 10 minutes Attachments:
Think about these questions as we further explore rules at home.
What rules do you have at home? Who makes the rules? (parents, other adults who live in the home, perhaps children are given input) Why do you have these rules? (establish order, provide security and manage conflict) Who makes sure the rules are followed? (probably a parent or other adult)
Teacher Resource: Scenarios
Purpose: The purpose of this section is to guide students to conclude that families are similar in that they have rules and there are people in the family who are responsible for enforcing those rules.
TEKS: K.8AB; K.9AB; K.14A; K.15AB
2. Read students a scenario from Teacher Resource: Scenarios and ask students to think about what is happening in the scenario. Allow students time to turn and talk after each scenario about what is happening and what the consequence might be for the child if he/she disobeyed or did not follow the rule.
Instructional Note: Multiple scenarios are included in the Teacher Resource, but additional scenarios may be created.
3. Continue providing scenarios and asking students guiding questions to determine why it is necessary to have rules at home.
4. Following each scenario, Ask:
Who is responsible for implementing that rule and making sure people in the family follow the rule?
5. Allow multiple students to share how that specific rule is enforced in their home or whether that rule does not apply in their family. Ask:
Is the rule one for order, safety, or to manage conflict? (Conflict management is the practice of identifying and handling conflict ? or
Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
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Kindergarten Social Studies
Unit: 05 Lesson: 03 Suggested Duration: 2 days
disagreements - in a sensible, fair, and efficient manner.)
6. Students will discover that many of the rules families have are similar.
7. Guide students to conclude that families are similar and different in:
who the members of the family are how the people in a family look what they do together
8. Say:
Families are similar in that they have rules to follow and some of the rules are the same, as are the people in the family who are responsible for ensuring those rules are followed. Just as there are rules at school and in the classroom, there are rules at home. There are rules at home so people in the family are safe and to provide order.
EXPLAIN ? Act out rules at home
Suggested Day 1 (continued) ? 10 minutes
1. After students have had the opportunity to discuss several scenarios, place Attachments:
students into small groups (of 4 or fewer) and share one or two rules that they have at their home. Each student will choose one rule that they have at
Teacher Resource: Family Bubble Chart
home and act out how they follow that rule. If time allows, you may also have
students act out a scenario in which they did not follow the rule.
Purpose:
The purpose of this section is to allow students to
2. Return to the Bubble Chart begun in lesson one. After reviewing the
demonstrate their understanding of rules they follow at
previous additions to the chart, add a new bubble titled Rules at Home.
home.
3. After students have had the chance to talk and understanding has been assessed, ask students to share rules that are alike and different in families and add them to the Bubble Chart.
TEKS: K.8AB; K.9AB; K.14A; K.15AB
Instructional Note: Suggestions for a time when they did not follow a rule: Respecting adults, not touching a hot stove, sharing, etc.
ENGAGE ? Rules at home and at school
Suggested Day 2 ? 5 minutes
1. Ask students which rules they have at home that are also important at school or in the classroom and describe how they are the same or different.
Why are rules important? What might happen if we did not have rules at home? Why do you think many families have rules that are similar? Why do you think your parents made the rules? What happens when you don't follow the rules?
2. Facilitate a discussion about the consequences of not following the rules, such as getting grounded or having privileges removed such as watching TV or playing video games.
Purpose: The purpose of this section is to provide an opportunity for students to think about rules and how they can apply to more than one setting or community.
TEKS: K.8AB; K.9AB; K.14A; K.15AB
Instructional Note: Start helping students making connection across communities such as the school and the home. Most lessons taught throughout kindergarten will build on one another with this understanding.
ELABORATE
Suggested Day 2 (continued) ? 5 minutes
1. Ask students to think of an additional scenario in which a rule is being followed or not being followed in the home.
EVALUATE
Suggested Day 2 (continued) ? 20 minutes
Kindergarten Social Studies Unit 05 PI 03
Draw a picture illustrating one family rule and explain how the rule keeps the family safe.
Standard(s): K.8A , K.8B , K.15B ELPS ELPS.c.1C , ELPS.c.3B
1. Draw a picture of a rule being followed at home and identify the rule as one
TEKS: K.8AB; K.9AB; K.14A; K.15AB
Instructional Note: The teacher may choose to call on students randomly throughout the evaluative portion of the lesson to assess understanding of all students in the classroom.
Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
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Kindergarten Social Studies
Unit: 05 Lesson: 03 Suggested Duration: 2 days
that keeps things safe, fair, or orderly.
Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD
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