Us Vs.

The World
-A Unit for the Kindergarten Classroom-
 
 

 
 
A  student  prepared  integrated  unit  based  on  the  
Ohio  State  social  studies  standard,  including  an  
English  language  arts,  math  and  science  lesson  
ready  to  be  used  in  the  classroom!  
 
Shannon  Lawler  
EDU  300  -­‐  Spring  2017  
 
 

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 Table of Contents

Cover Page……………………………………………………….……………..……….Pg 1

Rationale………………………………………………………….………..……………Pg 3

Concept Map…………………………………………………………………………….Pg 4

Content Outline……………………………………………………….…………………Pg 5

Lesson Plans………………………………………………….………………………….Pg 6-13

English Language Arts ……………………...……………………….…….……Pg 6-8

Math……………………….………………………….………………………….Pg 9-11

Science…….……………………………………………………………………..Pg 11-13

Resources…………………………………………..…………………………………….Pg 15

Glossary………………………………………………………………………………….Pg 16-17

Appendix………...……………………………………………………………………….Pg 18-19

 
 
 
 
 
 
 
 
 
 
 
 
 

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 Rationale

Children are excellent of being aware of their surroundings. They are comfortable with

their daily routine and can recognize when something is different amongst their stable activities.

The question I would like to ask is: what about the world around them? Are children aware that

there is more to the world than just their small circle of impact?

My goal in creating this unit is to inform children of the world around them. The three

lessons included in this unit are based off of one of the Ohio Department of Education Social

Studies standard for kindergarten, which states, “Models and maps represent places.”

After completing these lessons, students will have a greater understanding of their world.

They will gain a new perspective on life with their pen pals. Students will be able to compare

regions of the country based on the properties. Lastly, students will gain new knowledge on

weight and the properties of objects that make them heavier or lighter than another object. These

are all skills that will benefit students both in and out of the classroom!

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 Concept Map

English Math:
Science:
Language Backwards
Gizmo
Arts: Design  
6E Model Model

Students  will  measure  

different  objects  using  a  
hanging  scale  to  
Students will reflect on their understand  the  concept  
daily life and routine in the of  weight.  Students  will  
classroom and write to pen also  use  an  online  gizmo  
pals across the country. Students will compare to  recognize  that  objects  
and contrast the size of weigh  different  amounts  
different states, regions, on  other  planets.  
and the country as a
whole by using
measurable attributes.

Social  Studies  Standard:  

Models  and  maps  
represent  places.  
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 Concept Outline
I. Ohio Department of Education Social Studies Standard:
a. Models and maps represent places.
II. English Language Arts Lesson Plan
a. This lesson is based off of the Ohio Department of Education writing and
speaking standard: Students will be able to speak audibly and express thoughts,
feelings, and ideas clearly. Also, students will be able to use a combination of
drawing, dictating, and writing to narrate a single event or several loosely linked
events, tell about the events in the order in which they occurred, and provide a
reaction to what happened.
b. This lesson plan introduces students to the idea that there are children just like
them that lives miles away in a whole different state! Students will write letters to
pen pals across the country. The student will be able to use words, drawings, and
their voice to properly express their ideas. They will be able to reflect on their life
and speak audibly to get their point across.
III. Math Lesson Plan
a. This lesson is based off of Ohio Department of Education math standard: Students
will be able to directly compare two objects with a measurable attribute in
common, to see which object has “more of” /“less of” the attribute, and describe
the difference.
b. This lesson plan teaches students about the different regions of the United States
of America. The student will be able to compare and contrast the size of different
states, regions, and the country as a whole by using measurable attributes.
IV. Science Lesson Plan
a. This lesson is based off of the Ohio Department of Education science standard:
Objects and materials can be sorted and described by the properties of the
materials from which they are made.
b. This lesson plan introduces students to the concept of weight. Students will also
measure different objects using a hanging scale to understand the concept of
weight. Students will also use an online gizmo to recognize that objects weigh
different amounts on other planets.

  5
  
Shannon Lawler EDU 300
Elementary Education, Spring 2017
Us vs. The Earth: English Language Arts Lesson
• Ohio Department of Education Social Studies Standard 6: Models and maps
represent places.

1. Objective: The student will be able to use words, drawings, and their voice to properly
express their ideas. They will be able to reflect on their life and speak audibly to get their
point across to others.
2. Content Standard (s): Ohio Kindergarten Standards (Writing and Speaking)
• Speak audibly and express thoughts, feelings, and ideas clearly.
• Use a combination of drawing, dictating, and writing to narrate a single event or
several loosely linked events, tell about the events in the order in which they
occurred, and provide a reaction to what happened.
3. Motivation: Students will need to know what a pen pal is and a general understanding of
how the mail system works. In order to motivate the students, I will show the students a
picture of their pen pals and assign them each a student.
4. Instructional materials: Before teaching this lesson, I will have communicated with the
other teacher and received a picture from him or her. Along with this picture, I will need
a white board, paper, notecards, pencils, crayons, tape, stamps, and a large envelope. I
will also need a computer with Internet access and a projector.
5. Procedures:
• Gather students together for circle time and introduce the pen pals. Instruct
students that they will be writing to their pals and receiving letters as well.
(Explanation)
• Use the computer and projector to show students where their pen pals are from
using Google Maps Street View. (Exploration and E-Learning)
• Ask students if they know how mail gets from one house to another. Introduce the
topic of the mail system. (Engagement)

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 • Ask students what their routine looks like in the classroom, what they like about
school, what they dislike about school, etc. Spend time reflecting and discussing.
(Elaboration)
• Pass out pieces of paper, pencils, and crayons. Instruct students to draw on the
upper half of the paper what their classroom and school looks like.
• Encourage students to then write in complete sentences explaining what they
drew. Students may need assistance with writing, but it is crucial to allow them to
try at first.
• After students have finished their letters, collect letters and place them in the large
envelope. Allow students to help put stamps on the envelope and addressing it to
the school.
6. Classroom Discussion: Students will discuss why writing letters is important and the
benefits that come from it. Why is writing letters better than sending emails? How does it
make you feel when you get a letter in the mail from someone you know? What
information can be conveyed in a letter than cannot be done otherwise?
7. Academic vocabulary: I will write the following words on note cards and tape them to
the white board: letter, pen pal, mail, stamp, reflect, and routine.
8. Assessment and Evaluation: I will conclude this lesson when we receive the letters
from the students’ pen pals. I will ask the students what they thought about the letters and
we will compare and contrast the different routines described by the students. I will know
that my students have grasped the proper concepts if they understand the truth that
although we live far from the pen pals, we have many of the same aspects in the
classroom. (Evaluation)
Value Added:
1. Resources: This article is very helpful and expresses many of the same ideas found in
this lesson (http://www.triedandtrueteachingtools.com/2016/04/5-benefits-of-having-pen-
pals.html). Along with this article, the 6E Model “Golden Nugget” is extremely helpful!
It breaks down the benefits of using such an intentional instructional strategy.
2. Universal Design for Learning:

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 • English Language Learners: These students will be assisted by receiving
notecards with pictures of different objects in the classroom and the word in
English.
• Visual Impairment: Instead of drawing the picture, these students will dictate
what their classroom routine consists of, and their classmates will help by
drawing and writing the words they speak.
• Gifted Students: These students will write a full letter as opposed to drawing a
picture on half of their paper. This letter will include all standard elements of a
letter and will be more detailed.

  8
  
Shannon Lawler EDU 300
Elementary Education, Spring 2017
Uv vs. The Earth: Math Lesson Plan
• Ohio Department of Education Social Studies Standard 6: Models and maps
represent places.

1. Objective:
• The student will be able to compare and contrast the size of different states, regions,
and the country as a whole by using measurable attributes.
• The student will be able to place the different states, regions, and the country as a
whole in order from smallest to greatest, and vice versa. (Identify Desired Results)
2. Content Standard (s): Kindergarten Ohio Math Standards – Measurement and
Data
• Directly compare two objects with a measurable attribute in common, to see which
object has “more of” /“less of” the attribute, and describe the difference.
3. Motivation:
• Prior to this lesson, students will need to know which state they live in and where
that state belongs on a map. In order to motivate the students, I will ask them of the
general location of different states to spark curiousity and deepen their knowledge of
the map. This will encourage students to use previous knowledge of the country and
the location of different states.
4. Instructional materials:
• For this lesson, I will need paper, pencils, pens, scissors, laminating paper, a cut out
of the United States of America, Ohio, and the different regions of the country.
• Before this lesson, I will have printed out the different maps, laminated them, and
cut them out for students to use throughout the lesson.
5. Procedures:
• Gather students for circle time and begin a discussion on the state in which they live.

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 • Present the students with the map of the whole country and have students take turns
identifying the states they can recognize. Explain the concepts of regions.
• Once students grasp the concept of living in a country and a state, present them with
a smaller cut out of their state placed next to the country as a whole.
• Explain that they will be comparing and contrasting the country, regions, and states
with measurable attributes. Introduce students to what a measurable attribute is.
• Send students back to their tables/desks with the cutouts, paper, and pencils. To the
best of their ability, have students record what their measurable attributes are.
• Once students have listed all of the attributes that they have observed, bring the
students back to the circle and begin sharing their findings. (Plan Learning
Experiences and Instruction)
6. Classroom Discussion: Our discussion in the classroom will be based solely off student
discussion. This discussion will vary but should include a conversation about where the
students live and how their home state compares to the rest of the regions of the country.
7. Academic vocabulary: I will introduce key words by including them in discussion,
pausing when they are mentioned, and asking what they mean. Some of these words
include map, country, state, region, and attribute.
8. Assessment and Evaluation: I will conclude the lesson by placing all of the cutouts
next to each other in the proper order from smallest to biggest so that students may see
the correct answer. In order to assess their knowledge, I will observe their understanding
as they are working. I will ask questions and use prompts as well. If a student is
struggling with a certain aspect, I will assist when and where assistance is needed.
(Determine Acceptable Evidence)
Value Added:
1. Resource(s) to support your pedagogical decisions: Backwards Design Model article and
vocabulary list provided.
• Wiggins, G., & McTighe, J. (n.d.). Understanding By Design - Backwards Design
Process. Retrieved April 19, 2017, from
https://www.wku.edu/library/dlps/infolit/documents/designing_lesson_plans_usin
g_backward_design.pdf

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 2. Universal Design for Learning:
• English Language Learners:
i. These students will be assisted by receiving a bilingual word list
that will assist them in connecting words found in the lesson plan to
words in their native language.
ii. These students will also be assisted by receiving a map of their
native country. This will allow the student to make deeper
connections and feel included in the lesson.
• Gifted Students:
iii. These students will be given a blank map and will be given the
responsibility of filling in certain states and regions. This will give
the students a sense of responsibility in the lesson and will
encourage them to work outside of their comfort zone.

  11
  
Shannon Lawler EDU 300
Dual Licensure, Spring 2017
Us vs. The Earth: Science Lesson Plan
• Ohio Department of Education Social Studies Standard 6: Models and maps
represent places.

1. Objective: The student will be able to understand the concept of weight. The student
will be able to compare different weights and describe the properties of the objects
that differ in weight. The student will be able to understand that objects weight
different amounts on other planets.
2. Ohio Department of Education Kindergarten Science Standard: Objects and
materials can be sorted and described by the properties of the materials from which
they are made.
3. Motivation: Students will need to understand that objects have different properties.
In order to motivate students, I will show them different objects from the room (a
tissue box, a crayon, etc.) and ask them to describe the object to me using its
properties.
4. Instructional materials: Computer/iPad with internet access, hanging scales, heavy
objects (may vary), light objects (may vary), paper, pencil.
5. Procedures:
• Gather the students in a circle and begin discussion about weight. Ask students
what they think that weight is.
• Show students different objects and have each student say one property of each
object.
• Explain to students that one property of an object is its weight.
• Split students into small groups of 3-4 by assigning each student a number and
give each group a hanging scale and objects varying in weight. Instruct each
group to weigh every item and compare it to every other item using the properties
priorly explained.
• Gather students back in circle and discuss the findings.

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 • Split students back into their small groups and give each group a computer/iPad
with the gizmo website already visible. Allow time for students to explore the
gizmo.
• Once students have had enough time with the gizmo, gather together one last
time. Ask the students what they noticed about the different planets and the
weight of the objects on each planet. Explain to students the idea that each planet
has different properties that affect the weight.
6. Classroom Discussion: Classroom discussion is key in this lesson. I will instruct
students to listen carefully during these discussions because you never know what
your classmate will say!
7. Academic vocabulary: gizmo, weight, property, heavy, light, planet, explore, gather,
notice.
8. Assessment and Evaluation: I will conclude the lesson with a group discussion. I
will be able to tell that students have understood this lesson when they can correctly
answer my questions regarding the weight and property of the objects they measured.
They will show signs of inquiry and wonder about the different properties of planets.
Value Added:
1. Resource(s):
• Weight and Mass Gizmo: This gizmo is a great resource for this lesson because it
gives students a visual representation of the scale. There is no math involved to
see how much the different objects weigh on separate planets, which is perfect for
this grade level. Gizmo website:
https://www.explorelearning.com/index.cfm?method=cResource.dspView&Reso
urceID=653
• Carrier, S. J. (n.d.). Effective Strategies for Teaching Science Vocabulary.
Retrieved April 24, 2017, from http://www.learnnc.org/lp/pages/7079
2. Universal Design for Learning
• Hearing Impairment: Give clear and concise directions and face student when
speaking to him or her. Also, provide written instructions.

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 • Orthopedic Impairment: Encourage participation in every aspect of the lesson.
If the student is in a wheel-chair, raise the desk so that the chair is able to fit and
the student can fully participate.
• Intellectual Disability: Review new concepts and vocabulary before the lesson
begins as well as after the lesson ends.

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 Resources

1. English Language Arts Lesson Plan

a. http://www.triedandtrueteachingtools.com/2016/04/5-benefits-of-having-pen-
pals.html
i. This website gives great benefits to having pen pals.
2. Math Lesson Plan
a. Wiggins, G., & McTighe, J. (n.d.). Understanding By Design - Backwards Design
Process. Retrieved April 19, 2017, from
https://www.wku.edu/library/dlps/infolit/documents/designing_lesson_plans_usin
g_backward_design.pdf
b. Pictures of maps (see Appendix)
3. Science Lesson Plan
a. https://www.explorelearning.com/index.cfm?method=cResource.dspView&Reso
urceID=653
i. This gizmo is a great resource for this lesson because it gives students a
visual representation of the scale. There is no math involved to see how
much the different objects weigh on separate planets, which is perfect for
this grade level.
b. Carrier, S. J. (n.d.). Effective Strategies for Teaching Science Vocabulary.
Retrieved April 24, 2017, from http://www.learnnc.org/lp/pages/7079

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 Glossary

attribute: regard something as being caused by (someone or something)

country: a nation with its own government, occupying a particular territory

explore:  travel in or through (an unfamiliar country or area) in order to learn about or familiarize

oneself with it

gather: come together

gizmo: a gadget used to assist a lesson

heavy:  of great weight; difficult to lift or move

light: of little weight; easy to lift or move

letter:  a written, typed, or printed communication, especially one sent in an envelope by mail or

messenger

mail: letters and packages gathered by the postal system

map: a diagrammatic representation of an area of land or sea showing physical features, cities,

roads, etc

notice: attention or observation

pen pal:  a person with whom one becomes friendly by exchanging letters, especially someone in

a foreign country whom one has never met

planet:  a celestial body moving in an elliptical orbit around a star

property: an attribute, quality, or characteristic of something

reflect: think deeply or carefully about

region: an area or division, especially part of a country or the world having definable

characteristics but not always fixed boundaries

routine:  a sequence of actions regularly followed

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stamp: a small adhesive piece of paper stuck to something to show that an amount of money has

been paid, in particular a postage stamp

state: a nation or territory considered as an organized political community under one government

weight:  the heaviness of a person or thing

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 Appendix

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