Colella 1

Teresa Colella

My Community

Unit Plan

ECED 431

Middletown Primary

Kindergarten
 Colella 2

Table of Contents
Title Page..1

Table of Contents.2

Concept Map...3

Rationale and
Background..4
-6

Standards..6-11

Time Frame.....11

Assessment Plan12-
13

Lesson Plans.14-
28

Family Resources...28-30
 Colella 3

Teresa Colella 10/7/16

Day One: Social Studies

K.G.A.1

Students will compare

what is in their community
to what is in Lucia's
community using "In
Lucia's Neighborhood" by
Day
PatTwo:
Family Social Studies
Resources:
Shewchuck with
assistance from the book
K.G.A.1
1. Encourage your child to
accurately.
use your map in order
K.G.B.1
to get will
Students around
list buildings
and
The Middletown.
public places
students Or,
inuse
will create the
printed
Middletown
accurate Google
community
representationsMapsof
when
using
buildings going
aninexit
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given so they can help
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Social
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Studies/Writing
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willcreate
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Day Four: Social Studies
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and
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will complete
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distinguish who
willis inwith
writetheir
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explaining teacher
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outline and
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create
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mapportrait
reference
accurately.
without

The students will locate

important drawings on
their map given the book,
read a map worksheet and
map examples to decipher
what a good map needs
 Colella 4

Introduction

My placement is located at Middletown Primary in a Kindergarten classroom.

The community of Middletown is mainly suburban with a few rural areas on the

outskirts. I am going to be teaching a social studies unit, which is called Integrated

Studies, in Frederick County Public Schools. This class is taught for 40 minutes on

Monday, Wednesday and, Friday afternoons. There are 23 students in this class, 11

males and 12 females, ranging from 5 to 6 years old. There are not any English

Language Learners, students with IEPs or 504s. Although the class is not

developmentally diverse we do have many multiple intelligences. There are visual,

auditory, bodily-kinesthetic, mathematical, interpersonal and intrapersonal learners.

Those are the types of learners that I have observed so far in my classroom. There

are also 4 students who are not Caucasian; there are two mixed race children and

the other two children have unknown backgrounds. The class is set up so that

students are in groups of desks; with five children at each group. These groups do

not particularly mean anything it is just which students work well together and

wont be too off task. My mentor teach does not do a lot of group activities at desks

and most activities are independent yet, students do not have to be silent and can

talk to their neighbors.

As an educator, everything I plan has a purpose and all the materials I use

are intentional. Most of the students do like to read and have help reading at home

from their parents. Only one student said they do not like to read. Over half the

class said reading is hard for them, which is expected because none of the students

knew how to read a book when entering the classroom. Over the 30 days I am with

my students I hope to change their attitudes about reading. By providing a reading

 Colella 5

interest survey with the reading attitude survey I am able to supplement my lessons

with concepts my students like. The students like reading about animals the most;

followed by animals is sports and science and information. I plan to incorporate

informational text into my unit plan by reading books about neighborhoods, maps

and community helpers. This way students will enjoy reading because it will be

informational while I give them information on my unit concept. My lessons also

include purposeful learning experiences to diversify for all my different types of

learners. For my first lesson I provided the auditory and visual learners a chance to

experience a story read aloud to the class. I also provided an experience for my

bodily-kinesthetic learners to interact with the smartboard and move pictures to

match what the building is, i.e library, post office and gas station. For my second

lesson students are working with shapes to build buildings that replicate a building

in a picture. This activity is for my mathematical, visual, bodily-kinesthetic and

interpersonal learners. The students will be using shapes to create the buildings,

they will be matching the building to the picture and working with a partner to do

so. In lesson number three we will be doing the same shape activity to build our

houses. Lesson number four will be used to discuss how we make a map and what a

map needs. Finally, we will be creating a large class map where students will place

the buildings and houses in correlation to where they are on an actual map. In these

activities I provide experiences for all types of learners. I noticed the students need

hands on learning experiences for every subject so students are engaged and

attention stays on what is being learned. I will also be using interdisciplinary

instruction to carry the neighborhood theme throughout all subject areas in order to

create even more experiences for every content area. This will create a deeper,

more meaningful comprehension of why communities are so important.

 Colella 6

While creating many different ways children can be involved in a topic it is

important to first address the standards. The standards I am addressing are

Students will use geographic concepts and processes to understand location and

its relationship to human activities according to the Maryland Content Standards

given to Frederick County Public Schools. Two of the objectives they provide are

learning about maps and relating picture and photographs to places on a map. I will

be using these throughout my lessons. My essential questions for the first two

lessons are What are important places in our community? and Why are these

buildings important in our community?; for my last three days the questions will be

similar, about buildings, people in our community and why it is necessary. Standards

and objectives are important so we plan our assessment and activities around them

and ensure our students are learning what they need to be learning. My students

should have some prior knowledge on this topic because most have lived in

Middletown their whole lives. Some are new but, have always lived in a community

where these buildings are seen daily. It is important I implement their prior

knowledge into the lessons by asking the students about their own experiences. For

every introduction activity I am activating their schema by giving them items they

have seen before or, talking about experiences they have had. By adding prior ideas

to new essential questions and standards the students are using higher order

thinking to complete tasks.

Standards

Day 1

MD- Maryland Content Standards

Subject: Social Studies

 Colella 7

Grade: Kindergarten

Content Standard:

Content Standard: Standard 3.0 Geography- Students will use geographic

concepts and processes to understand location and its relationship to human

activities.

Area: B. Geographic Characteristics of Places and Regions

Indicator Statement: 1. Describe places in the immediate environment using

natural/physical and human-made features

Objective: c. Using photographs and pictures, recognize human-made features as

modifications people have made to the land

Objective: d. Identify human-made features, such as buildings, sidewalks, streets,

and bridges

Day 2

MD- Maryland Content Standards

Subject: Social Studies

Grade: Kindergarten

Content Standard: Standard 3.0 Geography- Students will use geographic

concepts and processes to understand location and its relationship to human

activities.

Area: A. Using Geographic Tools

Indicator Statement: 1. Identify and describe how a globe and maps can be used

to help people locate places

 Colella 8

Objective: d. Identify pictures and photographs that represent places on a map

such as a playground and a fire station

Area: B. Geographic Characteristics of Places and Regions

Indicator Statement: 1. Describe places in the immediate environment using

natural/physical and human-made features

Objective: c. Using photographs and pictures, recognize human-made features as

modifications people have made to the land

Objective: d. Identify human-made features, such as buildings, sidewalks, streets,

and bridges

Day 3

MD- Maryland Content Standards

Subject: Social Studies

Grade: K

Content Standard: Standard 2.0 Peoples of the Nation and World- Students will

understand how people in Maryland, the United States and around the world are

alike and different.

Area: A. Elements of Culture

Indicator Statement: 1. Identify similarities and differences in people's

characteristics, habits, and living patterns to describe how they meet the same

human needs

Objective: a. Use experiences, such as class trips, classroom visitors, stories, and

electronic media, to give examples of different choices people make about meeting

their human needs for food, clothing, shelter, and other commonalities, such as

recreation, stories, and music

 Colella 9

Objective: b. Give examples of qualities, such as customs, interests, skills, and

experiences that make individuals and families in their immediate environment

unique

Content Standard: Standard 3.0 Geography- Students will use geographic

concepts and processes to understand location and its relationship to human

activities.

Area: B. Geographic Characteristics of Places and Regions

Indicator Statement: 1. Describe places in the immediate environment using

natural/physical and human-made features

Objective: c. Using photographs and pictures, recognize human-made features as

modifications people have made to the land

Objective: d. Identify human-made features, such as buildings, sidewalks, streets,

and bridges

MD- Maryland Content Standards

Subject: English Language Proficiency

Grade K-1:

Domain: Writing

Standard: Standard 4: English Language Learners will write in English for a variety

of interpersonal and academic purposes using appropriate vocabulary, grammar,

and Standard English writing conventions.

Indicator:

Indicator 4: Write to express personal information and ideas.

Level:

Low Beginning

Detail:
 Colella 10

a. Write to express personal information and ideas using drawings, symbols, letters,

or words with modeling, written, and visual support. (Grades K-1 R/ELA SC 4.A.2.a)

Day 4

MD- Maryland Content Standards

Subject: Social Studies

Grade: K

Content Standard: Standard 3.0 Geography- Students will use geographic

concepts and processes to understand location and its relationship to human

activities.

Area: A. Using Geographic Tools

Indicator Statement: 1. Identify and describe how a globe and maps can be used

to help people locate places

Objective: b. Describe how maps are models showing physical features and/or

human features of places

Objective: c. Identify a location by using terms such as near-far, above-below, and

here-there

Objective: d. Identify pictures and photographs that represent places on a map

such as a playground and a fire station

Day 5

MD- Maryland Content Standards

Subject: Social Studies

 Colella 11

Grade: K

Content Standard: Standard 3.0 Geography- Students will use geographic

concepts and processes to understand location and its relationship to human

activities.

Area: A. Using Geographic Tools

Indicator Statement: 1. Identify and describe how a globe and maps can be used

to help people locate places

Objective: b. Describe how maps are models showing physical features and/or

human features of places

Objective: c. Identify a location by using terms such as near-far, above-below, and

here-there

Objective: d. Identify pictures and photographs that represent places on a map

such as a playground and a fire station

MD- Maryland Content Standards

Subject: English Language Proficiency

Grade K-1:

Domain: Writing

Standard: Standard 4: English Language Learners will write in English for a variety

of interpersonal and academic purposes using appropriate vocabulary, grammar,

and Standard English writing conventions.

Indicator:

Indicator 5: Write to convey academic information.

Level:

Low Beginning

Detail:
 Colella 12

c. Write to describe attributes of people, places, and things using pictures, words,

and modeled phrases. (Grades K-1 R/ELA SC 4.A.5.a)

Time Frame

Monday Wednesday Friday Monday Wednesday

Social Studies Social Studies Social Social Studies Social

Studies/Writin Studies/Writin

g g
Students will The students will The students The students
compare what is The students will describe their will complete will create a
in their create accurate family correctly
the map map given the
community to representations of using the family
what is in Lucia's portrait.
worksheet buildings and
buildings in their
community community given
with accuracy houses they
using "In Lucia's shapes. The students will given the designed prior
Neighborhood" by distinguish who is teacher to this day
Pat Shewchuck in their own model, book with accuracy.
with family given their and map
assistance from home outline to
the book
Students will examples. The students
create a family
identify pictures The students will write a
accurately. portrait
and photographs will locate sentence
Students will list accurately.
that represent
buildings and important explaining
real places on a
public places in drawings on what the map
map without
the Middletown
errors. their map is used for
community using
an exit slip with
given the given the map
no errors. book, read a reference
map without any
worksheet and errors.
map examples
to decipher
what a good
map needs
with no
mistakes.
40 Mins. 40 Mins. 40 Mins. 40 Mins. 40 Mins.
 Colella 13

Assessment Plan

Day One Lesson One

Informal: Prompt students with questions about Lucias Neighborhood/Community

compared to their own. What does her community have that we do not have? What

do they have in theirs that we also have in ours? Using a T-chart have students

come up one by one to answer these questions. Write the students answers down

for them. Each student must answer at least one question; answers can be

repetitive.

Formal: For an exit slip have the students write one thing that is the same in

Middletown compared to Lucias neighborhood and one thing that is different on a

sticky note. Collect the sticky note before transition. This will be graded.

Day Two Lesson Two

Informal: Walk around with a checklist to ensure students are working on

accurately representing pictures on our map.

Formal: Compare each students building creation to the picture of the building

they are recreating. The recreation should accurately represent the building for our

map.

Day Three Lesson Three

Informal: Students will compare and contrast their family with the families in the

text. The teacher will keep anecdotal notes to document what the students say

about their own families.

 Colella 14

Formal: The students will be creating a house to represent who is in their family.

The students will also be writing a sentence about who is in their house. This will be

collected and marked either a check or an X. Students will get a check if their house

is represented accurately and, if their sentence matches their picture. Students will

get an X if these are not completed correctly.

Day Four Lesson Four

Informal: The students will complete an exit slip. The exit should say one feature a

good map has. If the students write one correct thing than the concept is learned. If

they do not list one feature, then the concept must be revisited.

Formal: The students will complete the Read A Map worksheet. If the worksheet

is filled out accurately then the student is ready to move on.

Lesson Five Day Five

Informal: The teacher will make a checklist with each students name on it. Each

student will place their building on our map. If the building is put in the correct spot

and talked about correctly, then the teacher will put a check next to their name on

the checklist.

Formal: The students are responsible for writing one sentence about our

Middletown map. If the students write a factual sentence using details from our

map, then the student has learned the concept.

Pre and Post Assessment: I will ask the students three questions. 1. What do you

think a map looks like? Draw a picture. Use shapes to draw your picture (squares,

rectangles and triangles). 2. Draw a picture of your family. 3. Write a sentence about

your map. Write a sentence about your family.

 Colella 15

I will use these same three questions in my posttest to make sure my data is

accurate. I decided on these questions because the students love to draw and color

so they will not feel nervous or pressured and these are three assessments I will be

using in my unit.

Lesson Plans

Day One
Grade/Level: Kindergarten
Time Allotment: 1 class periods. 40 Mins. per class.
Subject(s): Social Studies
Topic: Neighborhoods and the community
Lesson Concept(s):
Students will determine what are important buildings in neighborhoods.
Students will create a list to refer back to throughout the unit about what we should
include in our community map.
Essential Questions: What are important places in our community?
Prerequisite Skills and/or Concepts:
Students will need to have prior knowledge about the community of Middletown/Fre
derick, how we read books and why we read books.
Materials for Students:
"In My Neighborhood" by Pat Shewchuck
Anchor chart
Checklist
Pen
Two different colors of markers
Activ Inspire
Pictures of places in the community taken by the teacher (at least twelve)
Teacher Resources Materials and resources:
Dr. Mattern Introductory Reveal
What Is in My Neighborhood? (2016). Retrieved October 07, 2016, from http://
www.teachtci.com/
 Colella 16

Kindergarten Social Studies Essential Discipline Goals and Practices. (2015). R

etrieved October 07, 2016, from http://www.fcps.org/academics/curriculum-
now.cfm Unit Three: My Class, My Community, My World
STANDARDS AND OBJECTIVES/LEARNING OUTCOMES Lesson
Objective(s)/Learning Outcomes (ABCD)
Students will compare what is in their community to what is in Lucia's community us
ing "In Lucia's Neighborhood" by Pat
Shewchuck with assistance from the book accurately. Students will list buildings and
public places in the Middletown community using an exit slip with no errors.
Standards MD Maryland Content Standards Subject: SOCIAL STUDIES
Grade: K
Content Standard: Standard 3.0 Geography-
Students will use geographic concepts and processes to understand
location and its relationship to human activities. Area:
B. Geographic Characteristics of Places and Regions Indicator Statement:
1. Describe places in the immediate environment using natural/physical and hum
anmade features Objective:
c. Using photographs and pictures, recognize humanmade features as modificati
ons people have made to the land
Objective: d. Identify human-
made features, such as buildings, sidewalks, streets, and bridges

Assessment: The teacher will create a checklist with each students name on it. The teacher will
mark a check if the student can name one building in our Middletown community on the exit slip. This
will be graded. The students as a whole will make a T-Chart adding buildings from the story and real-
life experiences.

Introductory Activities: Evoke schema by asking the students what is around

their community. Ask questions like "What kind of buildings are in our community,
are there places to play in our community and, where are your favorite places to
go?

The students should list things like libraries, stores, gas station, schools, doctors
offices, etc. They should also talk about the many parks and backyards they play in.
The students should also say some of their favorite places are the restaurants, ice
cream shops, grocery stores and parks.

Show pictures on Activ Inspire of Middletown Community. For example, a picture of

Middletown Primary School. Have students move the pictures on the Activ Inspire to
reveal that the place is the school by having the word appear beneath the picture
when moved.

Teaching Activities: Read the story "In Lucia's Neighborhood" by Pat Shewchuk to
the class. Instruct the students to wiggle their hand in the air when they hear
something in the story book that they also have in their community; this will keep
 Colella 17

students engaged in the story. During the story prompt students with questions
like "I think we have this in our community, do you think we do?" or "This looks a
little different then what we have in our community. Why do you think it is
different?"

After reading the story create an anchor chart on a piece of chart paper. Ask
students to list things the buildings they saw in "In Lucia's Neighborhood". The
teacher will write what the students say on the chart paper. Then, ask students if
they will list any other things they have in their community. Write this in a different
color. Prompt the students to bring up things like a doctors office, a bank, a grocery
store, the fire department, the police station, library, schools, homes, gas station,
etc.

Closure: Count how many buildings we listed in our chart. Ask the students what
kind of buildings we learned about today that are in our neighborhood; before
transitioning to the next subject area each student must name a building in our
community. The teacher will check off a list to make sure each student is ready to
move on.

Differentiated Instruction: There are not any special needs students, ELL
students or gifted/talented learners identified in our classroom.

Linguistic intelligence- Students listening to story

Kinesthetic- Students wiggling their fingers during story

Visual/Spatial- Students seeing words written on paper as well as seeing pictures in

the book

Mathematical- Counting all the buildings we talked about in our classroom

Assessment Checklist:

1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5

Day Two

Grade/Level: Kindergarten

Time Allotment: 1 class periods. 40 Mins. per class.

 Colella 18

Subject(s): Social Studies

Topic: Neighborhoods and the community

Lesson Concepts:

The students will use shapes to create buildings.

The students will discuss why these buildings are important in a

neighborhood.

Essential Questions:

What buildings do we need in a neighborhood or community?

Why are these buildings important?

Prerequisite Skills:

Students will have already made a list of buildings they have in their
community.

Students will need to know what the buildings and places in their
neighborhood look like.

Materials for Students:

Cut out shapes from colored pieces of paper- Squares, triangles, rectangles
and rhombuses. The students will need about 100 shapes to share between
each other.

The student brought in pictures of places in their community

Glue sticks for each student- in their supply box

Scissors for each student- in their supply box

Pencil for each student- in their supply box

Teacher Resources:

Materials and resources:

By Diana MacKenzie, Displays & Window Shades, Collage, Drawing,
Elementary School, Every Day Art Program, Middle School, Mixed Media,
Paper, Preschool, Sculpture. "A Place To Call Home." Carle Museum. The Carle,
20 May 2014. Web. 07 Oct. 2016.
 Colella 19

<http://www.carlemuseum.org/blogs/making-art/place-call-home>.

What Is in My Neighborhood? (2016). Retrieved October 07, 2016, from

http://www.teachtci.com/

Kindergarten Social Studies Essential Discipline Goals and Practices. (2015).

Retrieved October 07, 2016, from http://www.fcps.org/academics/curriculum-
now.cfm
Unit Three: My Class, My Community, My World

Objectives: The students will create accurate representations of buildings in their

community given shapes.

Students will identify pictures and photographs that represent real places on a map
without errors.

Standards:

MD- Maryland Content Standards

Subject: SOCIAL STUDIES
Grade: K
Content Standard: Standard 3.0 Geography- Students will use geographic
concepts and processes to understand location and its relationship to human
activities.
Area: A. Using Geographic Tools
Indicator Statement: 1. Identify and describe how a globe and maps can be used
to help people locate places
Objective: d. Identify pictures and photographs that represent places on a map
such as a playground and a fire station
Area: B. Geographic Characteristics of Places and Regions
Indicator Statement: 1. Describe places in the immediate environment using
natural/physical and human-made features
Objective: c. Using photographs and pictures, recognize human-made features as
modifications people have made to the land
Objective: d. Identify human-made features, such as buildings, sidewalks, streets,
and bridges

Assessment: The teacher will collect the student's creations of the buildings. The teacher will
either mark "Check" if the creation looks like the real picture or, an "X" if the creation is unrealistic.
The teacher will also walk around taking anecdotal notes while students are working to ensure
students are completing the task.

Introductory Activities: Bring out the list created in the last Integrated Studies
Neighborhood lesson. Compare this list to the realistic pictures brought in. What
buildings do we have in pictures that were in the book? What were not in the book?
 Colella 20

Did ours look the same in the book as they did in pictures? Are we missing any
photographs of buildings or places in our community?

Teaching Activities: Bring out bins of cut out shapes (squares, triangles,
rectangles, rhombuses, etc.) and let the students explore the shapes by just
looking. Ask the students: What kind of shapes do you see? What could you use the
shapes for in a building? What sizes are the shapes? Tell the students we will be
using the shapes to create the buildings in our community.

Assign each student a building to recreate using the shapes. Each student should
have a different building to recreate; not one student should have the same building
as another. Let the students work individually on their buildings.

Closure Activities: Give the students an opportunity to a gallery walk. This way
the students can share their buildings and how they match the pictures in their
community. This will also give the students a chance to become familiar with the
buildings going on their map without taking up too much time.

The students must have rules when completing a gallery walk. They are to look
without touching, like the shape exploration we did in the introductory activity. We
will walk in a line to look at each person's work.

Differentiated Instruction: There are not any special needs students, ELL
learners or gifted/talented learners in our classroom.

Visual/Spatial- Creating buildings.

Bodily/Kinesthetic- Creating buildings and gallery walk.

Mathematical- Using shapes to create buildings and things on their buildings, i.e
windows, doors, pillars, etc.

Naturalistic- Students are exploring their environment.

Interpersonal- Working individually on their own creation.

Assessment Checklist:

1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5

Day Three
 Colella 21

Grade/Level: Kindergarten

Time Allotment: 1 class periods. 40 Mins. per class.

Subject(s): Social Studies

Topic: Neighborhoods and the community

Lesson Concepts:

Students will determine how many people are in their family.

Students will create homes with their family inside.

Students will discuss why homes are an important part of a community and
neighborhood.

Essential Questions:

Who is in our family?

How can families help a community?

Prerequisite Skills:

Students will need to know how to use invented spelling to write.

Students will need to know illustrations and words connect to each other
when reading a passage.

Students will need to know how to hold a pencil and crayon.

Students will need to know who is in their family.

Materials for Students:

"The Great Big Book of Families" by Mary Hoffman or "Who's in My Family" by

Robert Harris

White house outline

Crayons and pencil from their supply box

Writing box

Writing template
 Colella 22

Teacher Resources:

Materials and resources:

What Is in My Neighborhood? (2016). Retrieved October 07, 2016, from
http://www.teachtci.com/

Kindergarten Social Studies Essential Discipline Goals and Practices. (2015).

Retrieved October 07, 2016, from http://www.fcps.org/academics/curriculum-
now.cfm
Unit Three: My Class, My Community, My World

Objectives:

The students will describe their family correctly using the family portrait.

The students will distinguish who is in their own family given their home
outline to create a family portrait accurately.

Standards: MD- Maryland Content Standards

Subject: SOCIAL STUDIES
Grade: K
Content Standard: Standard 2.0 Peoples of the Nation and World- Students will
understand how people in Maryland, the United States and around the world are
alike and different.
Area: A. Elements of Culture
Indicator Statement: 1. Identify similarities and differences in people's
characteristics, habits, and living patterns to describe how they meet the same
human needs
Objective: a. Use experiences, such as class trips, classroom visitors, stories, and
electronic media, to give examples of different choices people make about meeting
their human needs for food, clothing, shelter, and other commonalities, such as
recreation, stories, and music
Objective: b. Give examples of qualities, such as customs, interests, skills, and
experiences that make individuals and families in their immediate environment
unique
Content Standard: Standard 3.0 Geography- Students will use geographic
concepts and processes to understand location and its relationship to human
activities.
Area: B. Geographic Characteristics of Places and Regions
Indicator Statement: 1. Describe places in the immediate environment using
natural/physical and human-made features
Objective: c. Using photographs and pictures, recognize human-made features as
modifications people have made to the land
Objective: d. Identify human-made features, such as buildings, sidewalks, streets,
and bridges
MD- Maryland Content Standards
Subject: English Language Proficiency
Grade K-1:
 Colella 23

Domain: Writing
Standard: Standard 4: English Language Learners will write in English for a variety
of interpersonal and academic purposes using appropriate vocabulary, grammar,
and Standard English writing conventions.
Indicator:
Indicator 4: Write to express personal information and ideas.
Level:
Low Beginning
Detail:
a. Write to express personal information and ideas using drawings, symbols, letters,
or words with modeling, written, and visual support. (Grades K-1 R/ELA SC 4.A.2.a)

Assessment: The teacher will collect the homes and evaluate for completion. Are
there people in the homes? The students will also write a sentence explaining who
is in their home. If the sentence is complete and accurately interprets what is in the
home picture then the students will have completed the lesson.

Introductory Activities: Hand back students pictures with their family that they
have turned in prior to this day. Ask students to think about who is in their family?
What important memory is captured in their picture? Use think-pair-share method to
have students think to themselves about these questions, share these questions
with the people sitting next to them and then also share out loud when hands are
raised.

Teaching Activities: Read "The Great Big Book of Families" by Mary Hoffman. Ask
the students to rub their hands on their heads when they hear a family that is just
like their own. After the story, discuss with the students what kinds of families they
saw. Ask the students what their own family looks like.

Tell students that today we are going to be creating a picture for our map that
shows who is in our house. Each student will receive a cut out of a white house. The
students will draw in their house the different people who live there. Then, the
students will color their house.

After drawing and coloring students will write a sentence describing who is in their
house picture. Example: " I have a dad and a brother in my family." The writing will
go in their writing box.

Closure Activities: Have the students do a gallery walk of all the houses. The
students can talk during this exercise to talk about their houses. Then, have the
students turn in the completed houses.

Differentiated Instruction:

Artistic- Drawing and coloring

 Colella 24

Bodily Kinesthetic- Gallery walk and fine motor movement

Linguistic- Listening to story

Visual- Drawing and looking at pictures and words in story books

Musical- Students can listen to quiet music while drawing and writing

Assessment Checklist:

1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5

Day Four

Grade/Level: Kindergarten
Time Allotment: 1 class periods. 40 Mins. per class.
Subject(s): Social Studies
Topic: Neighborhoods and the community

Concepts:

The students will work on remembering important features on a map.

The students will be building prerequisite skills for our Middletown map.

Essential Questions:

Why are maps important?

How can we use maps?

Prerequisite Skills:

Some students may have seen a map before.

 Colella 25

Students will need to know how and why we read stories.

Students will know how to write.

Students will have participated in a scavenger hunt before.

Materials for Students:

"Follow That Map!" by Scot Ritchie

Read a Map worksheet

Premade scavenger hunt map

Hidden stuffed animals

Sticky notes

Pencils in students supply box

Teacher Resources:

Materials and resources:

What Is in My Neighborhood? (2016). Retrieved October 07, 2016, from
http://www.teachtci.com/

Kindergarten Social Studies Essential Discipline Goals and Practices. (2015).

Retrieved October 07, 2016, from
http://www.fcps.org/academics/curriculum-now.cfm
Unit Three: My Class, My Community, My World

Panetier, Estelle. "Map Skills For First Grade Worksheets." Reading

Comprehension. Superteacherworksheets.com, Sept. 2016. Web. 07 Oct.
2016. <http://prehension.terrizzipastry.com/map-skills-for-first-grade-
worksheets/>.

Lesson Objectives:

The students will complete the map worksheet with accuracy given the
teacher model, book and map examples.
 Colella 26

The students will locate important drawings on their map given the book,
read a map worksheet and map examples to decipher what a good map
needs with no mistakes.

Standards:

MD- Maryland Content Standards

Subject: SOCIAL STUDIES
Grade: K
Content Standard: Standard 3.0 Geography- Students will use geographic
concepts and processes to understand location and its relationship to human
activities.
Area: A. Using Geographic Tools
Indicator Statement: 1. Identify and describe how a globe and maps can be used
to help people locate places
Objective: b. Describe how maps are models showing physical features and/or
human features of places
Objective: c. Identify a location by using terms such as near-far, above-below, and
here-there
Objective: d. Identify pictures and photographs that represent places on a map
such as a playground and a fire station

Assessment: The students will fill in a worksheet labeling the parts of a map. If the
worksheet is completed accurately the students will have completed the
assessment successfully. The students will also complete an exit slip writing one
feature a good map has.

Introductory Activities: Show students some real life maps. Using the "I think, I
see, I wonder" approach have students think about what these are, what they see
when looking at the maps and wonder what they could be used for. Discuss the
answers with the class.

Teaching Activities: Read the book "Follow that Map!" by Scot Ritchie interact
with engaging questions that are given by the book. During the story ask students
engaging questions like where are they going, how do they know where to go, what
do we need in a map, what is the new skill we just learned?

After reading this story complete the map worksheet. Using the document camera
complete the labeling map worksheet with student help. Then have students go
back to their seats to complete the worksheet. Students can use the teacher model,
the book and the brought in maps to complete their worksheet.

Next, go on a map scavenger hunt. Use the created map to go on a scavenger hunt
in our very own classroom. Have students find hidden stuffed animals using hints
from the key. In the end make sure we have all elements of our map (Students
 Colella 27

should note the map is missing a title and a compass rose). Have students create
compass rose and title for the map.

Closure Activities: Have each student complete a sticky note exit slip of one
feature a good map has.

Differentiated Instruction:

Bodily Kinesthetic- Scavenger hunt

Visual- Looking at maps, looking at answers and looking at pictures in the book

Auditory- Reading story and having answers read back to the students

Artistic- Working with drawing on maps

Worksheet Assessment:
Colella 28
 Colella 29

Day Five

Grade/Level: Kindergarten

Time Allotment: 1 class periods. 40 Mins. per class.

Subject(s): Social Studies

Topic: Neighborhoods and the community

Lesson Concepts:

The students will create a map using the houses and buildings previously
made.

The students will discuss important features in our map.

Essential Questions:

What are important features on our map?

Why are maps helpful?

What can we use a map for?

Prerequisite Skills:

The students will need to know important buildings in Middletown.

The students will need to know what important features are on a map.

The students will need to know how to hold a pencil in order to color, draw
and write.

Materials for Students:

Buildings students made prior to this day

Houses students made prior to this day

Glue

Big colored paper for our poster

Colored pencils
 Colella 30

Pencils

Real photograph of buildings in Middletown

Read a Map worksheet

Mystery box with toys inside

Youtube

Teacher Resources:

Materials and resources:

Dr. Mattern- Mystery Box

What Is in My Neighborhood? (2016). Retrieved October 07, 2016, from

http://www.teachtci.com/

Kindergarten Social Studies Essential Discipline Goals and Practices. (2015).

Retrieved October 07, 2016, from http://www.fcps.org/academics/curriculum-
now.cfm
Unit Three: My Class, My Community, My World

By Diana MacKenzie, Displays & Window Shades, Collage, Drawing,

Elementary School, Every Day Art Program, Middle School, Mixed Media,
Paper, Preschool, Sculpture. "A Place To Call Home." Carle Museum. The Carle,
20 May 2014. Web. 07 Oct. 2016.
<http://www.carlemuseum.org/blogs/making-art/place-call-home>.

Objectives:

The students will create a map given the buildings and houses they designed
prior to this day with accuracy.

The students will write a sentence explaining what the map is used for given
the map reference without any errors

Standards:

MD- Maryland Content Standards

Subject: SOCIAL STUDIES
Grade: K
Content Standard: Standard 3.0 Geography- Students will use geographic
concepts and processes to understand location and its relationship to human
activities.
Area: A. Using Geographic Tools
 Colella 31

Indicator Statement: 1. Identify and describe how a globe and maps can be used
to help people locate places
Objective: b. Describe how maps are models showing physical features and/or
human features of places
Objective: c. Identify a location by using terms such as near-far, above-below, and
here-there
Objective: d. Identify pictures and photographs that represent places on a map
such as a playground and a fire station
MD- Maryland Content Standards
Subject: English Language Proficiency
Grade K-1:
Domain: Writing
Standard: Standard 4: English Language Learners will write in English for a variety
of interpersonal and academic purposes using appropriate vocabulary, grammar,
and Standard English writing conventions.
Indicator:
Indicator 5: Write to convey academic information.
Level:
Low Beginning
Detail:
c. Write to describe attributes of people, places, and things using pictures, words,
and modeled phrases. (Grades K-1 R/ELA SC 4.A.5.a)

Assessment: Each pair of students are responsible for placing their building on a map. Each
individual student is responsible for placing their home on the map. Each child is responsible for
writing a sentence about our map. The teacher will check off on a checklist the individual
responsibilities.

Introductory Activities: Using a "mystery box" have students reach in and grab
an object out of the box. Each student who gets to grab an object from the box
should say what it is and what it is used for.

For example:

A toy house is used for families to live in.

A map helps us find out where to go.

A fireman hat is used by firefighters in the fire department.

A library card is used to check out books at the library.

A cop badge is used by police officers at the police station.

Teaching Activities: The students will get handed back their buildings and house
creation. The students will join together on the carpet as we place our buildings on
 Colella 32

the maps. Students will take turns by having their stick pulled out of a jar until they
are called to place their building on the map. The map will have pre picked spots for
each house and building. Students must find the spot. Then, the students will talk
about what their building is used for and who is in their house.

If time, have students recreate the map at their seats on a white piece of paper to
take home.

Closure Activities: Play the song "People in Your Neighborhood" by Sesame Street.
Students can dance and sing along to song.

Differentiated Instruction:

Bodily Kinesthetic- Fine motor skills and completion of map activity

Artistic- Completion of map and drawing map at desk

Visual- Mystery box and map

Auditory- Listening to student's description of places

Musical- Neighborhood song

Assessment Checklist:

1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5

Family Resources
Family Newsletter

Dear Families,
 Colella 33

For the next two weeks in Integrated Studies our class will be working on My Class,

My Community, My World. During these two weeks we will be learning about

important buildings in our community, different types of families in our community

and, who are our community helpers. We will be creating a large map of Middletown

to display outside of our classroom. At the end of our unit the map will be displayed

just outside of our classroom. I will be adding a picture of our map to our class

Weebly website.

I encourage you to have your child take you on a tour of Middletown using

our map creation. In doing this you help your child build social skills, confidence,

geography skills and linguistic skills. If using the map on a phone it will also

encourage children to embrace technology as a useful learning tool. If you are

unable to go on a tour of Middletown I suggest just talking with your child about our

map creation. What did they like best? Is there anything new they learned about

Middletown? What is their favorite building? Why are maps important? There are SO

many questions to ask your child about our classwork and they will be very excited

to share with you!

Best Wishes,

Miss Colella

Teresa.colella@fcps.org

Tecolella0@frostburg.edu

Family Story Time

Hello Families!
 Colella 34

In our Integrated Studies unit, we have been working on My Class, My Community,

My World, meaning we have been working on learning about Middletown and how to

identify Middletown on a map. I encourage you to share in this experience with your

children by providing story time with books pertaining to communities,

neighborhoods and maps! Here are some great books to choose from! If you find it

hard to find time for reading no worries! There are YouTube videos providing a read-

aloud for all the books chosen. I have provided for you the books, author and link to

a YouTube video on my Weebly page http://misstcolella.weebly.com/.

Maps

Theres a Map on my Lap by Tish Rabe

https://www.youtube.com/watch?v=DnPM2su2g6Q

Me on the Map by Joan Sweeney

https://www.youtube.com/watch?v=b0cjSXC2rHE

Families

The Family Book by Todd Parr

https://www.youtube.com/watch?v=MIm_H01Z6Ss

Cliffords Family by Norman Bridwell

https://www.youtube.com/watch?v=TaZogrcxJis

Communities

Ernies Neighborhood by Deborah Kovaca

https://www.youtube.com/watch?v=i6MVys-IP2Q

Where Do I Live? by Neil Chesanow

 Colella 35

https://www.youtube.com/watch?v=4AqPMM0zZxA

Community Helpers

Career Day by Anne Rockwell

https://www.youtube.com/watch?v=T2_R0UFFIWo

ABC of Jobs People Do by Roger Piddy

https://www.youtube.com/watch?v=7GEvw7LMLMk

Warm Regards,

Miss Colella

Teresa.colella@fcps.org

Tecolella0@frostburg.edu
Colella 36