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Social Studies Unit Plan – Grade Primary

December 1
st
, 2013
Sara Arseneault

UNIT TOPIC: IDENTITY GRADE: Primary Unit #: 1
Unit goals 1. Students will be expected to demonstrate an understanding of themselves as unique
and special
2. Students will be expected to identify needs and wants that are common to all children
3. Students will be expected to identify and describe groups to which they belong
4. Students will be expected to demonstrate an understanding that the need for co-
operation is an important part of being a member of a group
Lesson Title Specific Objectives Cross Curricular
Subjects
Methods/Activities Resources Assessment
Strategies and
Criteria
Lesson 1: I like me!
The importance of
being unique.
P.1.1. demonstrate
an understanding of
themselves as unique
and special
- identify
characteristics about
themselves that make
them unique and
special persons
- develop an
awareness that all
individuals have
characteristics that
Language Arts
Visual Arts
Read the class the book I
Like Me! By Nancy
Carlson and discuss
characteristics that make
them unique (i.e. hair
color, talents) The
students will get to
decorate the template of a
child to make it look
unique just like them.

I Like Me! By Nancy
Carlson
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
make them unique
and special

Lesson 2:
Introduction to
Wants versus
Needs – A trip to
the grocery store
P.1.2. identify needs
and wants that are
common to all
children
- identify the
difference between
needs and wants
P.1.2. identify needs
and wants that are
common to all
children
- recognize that
children (local,
national, and global)
have special wants
that relate to their
needs
- give examples of
themselves as
consumers satisfying
needs and wants
Language Arts Read the students the
book Something Good by
Robert Munsch and
discuss with them the
differences between
wants and needs (doing a
class table, classifying
them items into
categories).

Something Good by
Robert Munsch
Enough Legal sized
paper divided into
Wants and Needs for
the class
Glue sticks and/or
tape
Board to write on and
utensils to write with
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 3: All I
Really Need.
P.1.2. identify needs
and wants that are
common to all
children
- identify the
difference between
needs and wants
Language Arts

Play the song “All I Really
Need” by Raffi. Then,
read through the lyrics
slowly again. Have a
discussion about the
concept of needs.
Start a discussion about
CD containing the
song “All I Really
Need” by Raffi, or a
computer to access
the song on Youtube
Board to write on (i.e.
white board) and
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
- develop an
awareness that all
children have basic
needs and wants

wants and needs among
the class (i.e. What are
some of the needs
mentioned in the song?).
Make a list of these needs
on the board. As a
concluding activity, have
the students draw a
picture of something that
they need and have them
print the following
sentence (I need…) filling
in the last few words
according to their picture
(I need water.)
utensils to write with
Paper ( ½ blank, ½
lined) for their writing
activity
Pencils, pencil
crayons or wax
crayons
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 4: We are
Family
P.1.3. identify and
describe groups to
which they belong
- identify the
attributes of a family
group (local, national,
and global)

Language Arts
Visual Arts
The book Who’s in a
Family by Robert Skutch
will be read to the class.
Discuss characteristics of
a family (i.e. loving). Have
the class make a family
tree using a template of a
tree and cut out leaves to
draw each of their family
members.

Who’s in a Family by
Robert Skutch
Picture of own family
Own family tree
Photocopied sheets
with a tree on it
Glue sticks
Pencils and pencil
crayons/wax crayons
Cut out leaves
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 5: Sports,
Clubs and other
types of Groups
P.1.3. identify and
describe groups to
which they belong
- develop an
awareness that
groups form for a
variety of reasons
and have a variety of
purposes
- identify positive and
negative feelings
associated with
belonging to wanting
to belong to a group
Language Arts Day 1:
Introduce students to the
topics of groups. Provide
a few examples of groups
(i.e. sports teams, art
clubs). Read the children
the book Franklin Plays
the Game by Paulette
Bourgeois and Brenda
Clark. Have the students
draw a picture of a group
they are part of/would like
to be part of.
Day 2:
Have a few parent
volunteers come into the
classroom to talk to the
children about their jobs
(jobs are groups too).
Children may ask the
parents questions.
Franklin Plays the
Game by Paulette
Bourgeois and
Brenda Clark
Parent volunteers
Paper
Pencils, Pencil
Crayons/Wax
Crayons
Flip chart and
markers
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 6: Conflict
resolution
P.1.4. demonstrate
an understanding that
the need for co-
operation is an
important part of
being a member of a
group
-identify and practice
Language Arts The book Talk and Work
it Out (Learning to Get
Along) by Cheri J.
Meiners will be read to
introduce conflict
resolution.
As a whole group, have
Talk and Work it Out
(Learning to Get
Along) by Cheri J.
Meiners
Flip chart and
markers
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
skills that would help
them resolve conflict
students brainstorm some
example of common
classroom conflicts. Make
a list of these conflicts to
the display in the class.
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Lesson 7: Rules P.1.4. demonstrate
an understanding that
the need for co-
operation is an
important part of
being a member of a
group
- develop an
awareness of rules
and why they are
made
-identify and analyze
formal and informal
rules

Language Arts Read the book Lilly’s
Purple Plastic Purse by
Kevin Henkes. Ask the
students about why they
think Lilly’s purple purse
was confiscated. As a
class, compile a good list
of classroom rules (i.e. be
kind to your friends, help
clean up your mess).
Avoid “Do not..” rules as
these are negative. Post
this list of “Classroom
Friendly Rules” for the
students to see on a daily
basis.
Lilly’s Purple Plastic
Purse by Kevin
Henkes
Flip Chart and
markers
Assessed on a 1-5
scale:
- Ability to respect
others
- Ability to follow
directions
- Ability to contribute
to class discussions
- Ability to participate
in classroom
activities
Name: Social Studies Ms. Sara Arseneault

Grade(s): Primary Subject(s) Social Studies: Unit One - Identity

Time Required: Unit 1: Lesson 1 - 50-60 minutes

Student Grouping (Individual, Pairs, Groups, Whole): Individual and in Pairs

Curriculum Expectations: (consider the
possibility of cross-curricular connections)

Social Studies
P.1.1. demonstrate an understanding of
themselves as unique and special
- identify characteristics about themselves
that make them unique and special persons
- develop an awareness that all individuals
have characteristics that make them unique
and special.
Language Arts
GCO 1: Students will speak and listen to explore,
clarify, extend, and reflect on their thoughts, ideas,
feelings and experiences.
Emergent
1.1 Students will be expected to express feelings
and give simply descriptions of past
experiences
1.2 Students will be expected to begin to ask and
respond to questions, seeking information
1.3 Students will be expected to express opinions (I
like…; I don’t like…)
1.4 Students will be expected to listen to the ideas
and opinions of others
Early
1.1 Students will be expected to express thoughts
and feelings and describe experiences
1.2 Students will be expected to ask and respond
to questions to clarify information or gather
further information
1.3 Students will be expected to express opinions
and give simple explanations for some of their
opinions (I like… because)
1.4 Students will be expected to listen to others’
ideas and opinions.
Visual Arts

1.1. Students will be expected to demonstrate that
personal feelings, ideas, and understandings
can be expressed through art making
2.1. Students will be expected to work individually
and with others in art making.


Enduring Understanding(s)/Big Idea(s):

By the end of this lesson, students should have
gained the knowledge to develop a sense of
self-esteem. Each student should be able to
recognize characteristics they have that make
them unique individuals. They should learn to
be accepting of their differences, as well as the
differences of others.


Complete List of Unit Materials
- I Like Me! By Nancy Carlson
- Two distinct pictures of fictional students to demonstrate differences
- Template of a Child (simple outline drawing)
- Crayons
- Board to write on (White Board, Chalk Board, Flip Chart, etc)

Equity/ Diversity and Social Justice (Teacher Actions)

The purpose of this lesson is to teach children the concept of diversity and acceptance.
Through demonstration and explanation, the teacher will provide students will a solid
foundation upon which they can begin to understand the uniqueness of all individuals.
Through this lesson, the teacher will focus primarily upon physical differences, such as
skin color or eye color. However, through these differences, the teacher will be able to
educate students about diversity among their peers. The teacher will also use this
lesson to reinforce self-esteem in students, helping them to develop skills needed to fully
accept themselves and their unique qualities.

This lesson is appropriate for all learners. Prior to the lesson, the teacher could survey
the classroom to identify the diversities of his/her students in order to edit this lesson
appropriately. For example, if there are students with physical disabilities in the
classroom, or of several different nationalities, the teacher could emphasize these
differences, in demonstrating each child’s unique qualities and equal importance in the
classroom.

Context:
This lesson will serve as the introductory lesson for the first unit, Unit 1: Identity. By discussing
the unique characteristics of their peers and any individual, the teacher will be helping students
by laying a foundation upon which their later knowledge regarding identity can be built.
Is there a Connection for Students? Connections to other Curricular Areas

This lesson will have a deep connection for students, as it will allow them to identify
characteristics of themselves. Also, this lesson makes connections to other curricular areas as
well. This lesson covers both language arts and visual arts outcomes. Please see the
Outcomes section of the lesson plan to identify the outcomes covered.
Unit Preparation

Prior to this lesson, the teacher should have prepared the appropriate number of Templates of a
Child for the children to complete in the concluding section of the lesson. Also, the teacher
should ensure that he/she has a copy of the book required for the lesson (please see the
Complete List of Materials at the beginning of the lesson).

Time Allotment: 10-20 minutes

PART 1:
a) Minds On: Activating Prior Knowledge
Before beginning to read the book to the class, the teacher should prompt a
discussion about differences among the class. She/he could have a picture
of two students (fictional students) taped to the board, asking the students
to distinguish the differences between these students (i.e. One student has
brown hair, one student has blond hair. One student is tall and one student
is short). These differences will be written down on the board for a visual
reference. The differences that the students provide will allow the teacher
to assess what knowledge they bring from previous experiences. It is this
knowledge upon which the lesson will be built. After having pointed out a
variety of differences, the teacher could discuss with the students how each
of these individuals is unique, in that they have characteristics that make
them different from everyone else.
Having the students point out the differences between the pictures allows
the teacher to evaluate their prior knowledge regarding differences and
unique qualities. While some students may be able to identify differences,
others may not be able to recognize them. Using this knowledge, the
teacher will be able to expand their knowledge of differences through this
lesson.


Time Allotment: 5-10 minutes



b) Introduction to a new topic

Following the discussion of differences, the teacher will begin to read the
book for this lesson, showing the students the pictures along the way.
Following the completed reading, the teacher will return to a question and
answer period with the students. She will pose questions specific to the
book. (For example: In the book, the little pig had a best friend. Who was
that best friend? Answer – Herself. What was the little pig good at doing?
What are you good at doing? The little pig is good at riding her bike. She
rides it very fast. Sam is good at hockey. He can skate very fast. These are
unique characteristics of Sam and the little pig.)


Time Allotment: 10-15 minutes




Materials
Pictures of fictional
students

I Like Me! By Nancy
Carlson




PART 2:
Action :

Students will be handed out a template of a child. On this template, they
will color and draw to make it look unique just like them. They can use
pencil crayons or wax crayons for this. They can then draw in something
next to the person to show something they like to do. After having finished
their drawing, if time permitted, the students will get in pairs to share with
another student what makes them unique. They can share their physical
differences (what they drew on the template) as well as their unique
characteristics (i.e. what they are good at).

Time Allotment: 20-25 minutes










Materials

Template of a child
(line drawing)

Pencils, pencil
crayons/wax
crayons
PART 3:
Consolidation and Debrief

To end this lesson, as a whole group, debrief the students on the
differences in their classrooms. Reinforce the idea that, although each
student is different, every student is an individual and is equally important.

Time Allotment: 5-10 minutes




Materials



Differentiated Instruction (Content/ Process/ Product)

This lesson is appropriate for a wide variety of learners. It encompasses a
wide variety of learning methods (i.e. kinesthetic, visual, auditory). Having a
wide variety of methods used in the activity and pre lesson will allow the
teacher with a means to assess all students.

Accommodations and Modifications

Accommodations and Modifications can be made based on the
requirements of a particular student. For example, if the student is unable
to depict their characteristics through a drawing, simply have the student
share their characteristics orally with other student.




Materials
Assessment of Learning


Students will be assessed based on their listening skills. In order to assess their listening, the
teacher will ask comprehension questions regarding the story. Students should be prepared to
answer such questions after having been read the book. This will provide the teacher with the
knowledge of what concepts they have learned during the lesson and from the reading of the
book.
Students will be assessed based on the quality of their own work. Students are expected to put
a effort into their work. A child submitting a rushed drawing will be asked to return to their seats
and to draw more.

Students will be assessed based on their discussions of unique qualities with their classmates.
The teacher will circulate during the activity and take note of each child’s participation and
contribution to the activity.



Conclusion of Lesson

In order to conclude the lesson, the teacher will gather the students as a whole group. They will
discuss the results of their activity. Based on the results, the teacher should be able to take note
of what was effective during this lesson and what could be changed.














Next Steps

After having completed this lesson, we will be moving on to Lesson 2 of the Unit plan. This
lesson will cover the topic of wants and needs. Lesson 1 serves to be a strong foundation for
the Unit of Identity, as it first allows students to identify with themselves.
Additional Notes

**Note: This section, and the three that follow are to be completed only once the lesson
has been completed.

Self Reflection

What went well? What did not go so well? What do I need to change?

Appendix: Lesson One Materials

1. Template of a Child

2. Pictures of Fictional Students