Social Studies ELA Standard Concepts, Vocabulary terms, Teaching Material

Standard, goal, etc.

and objective
Day 1 K.SS.3.1.1. CCSS-ELA-Literacy. Terms: wants, needs The Bag Im Taking to
Observe that RL.K.1 With DLTA- Use this strategy with Grandmas House by
all people have prompting and the story The Bag Im Taking Shirley Nietsel.
needs and support, ask and to Grandmas House to help
wants. answer questions the students understand the
about key details in difference between wants and
a text. needs.
Chart- Create a chart on the
board with one side being
wants and the other needs
and talk about what they
needed to take to grandmas
house vs. wanted.
Daily Assessment: Each
student will say one item that
the main character brought to
grandmas house, and then
identify if it is a want or need
with 100% accuracy.
Day 2 K.SS.3.1.1. CCSS-ELA-Literacy Terms: Sorting Wants vs. Need objects.
Observe that SL. K1 Participate DLTA: First, the class will Slips of paper for:
all people have in collaborative discuss their daily needs. toothbrush, healthy food,
needs and conversations with They will then discuss things water, soda, sleep, money,
wants. diverse partners they want. On one side of the books, air, clothing,
about kindergarten classroom there will be a blankets, musical
topics and texts section labeled wants and on instruments, etc.
with peers and the other side of the 6 Childrens magazines
 adults in small and classroom it will be labeled (One for each table)
larger groups. needs. In the middle will be a Scissors
place for all the in-between Glue
objects. Each person in the 6 Poster boards (One for
class will get a picture of a each table)
want or need and be asked to
go stand on the side of the
classroom that the object falls
under.
Next each table group will get
a childrens magazine.
Students will cut out pictures
of different wants and needs
and sort them into piles and
glue the pictures onto a
poster board, representing
wants vs. needs.
Assessment: Students will
write 3 sentences about the
difference between wants and
needs.
Day 3 K.SS.3.1.1. CCSS.ELA- Terms: Producer, Home Paper, Markers, crayons,
Observe that Literacy.W.K.2 Use environment colored pencils.
all people have a combination of DLTA: Provide students with
needs and drawing, dictating, blank paper and ask them to
wants. and writing to draw a picture of themselves
compose in their home environment
informative/explan that shows how their family
atory texts in which meets each of the needs for
they name what human survival (sink or bottle
 they are writing for water, their closet for
about and supply clothes, etc.). Students should
some information label and circle or highlight
about the topic. each need. You might also ask
students to identify and label
the goods they draw. At the
end we will put all the
students drawings together
and make a class book about
the subject.
Next students will write 3
sentences about their home
life that explain their pictures
they have drawn.
Daily assessment: Teachers
will collect the sentences and
see if the students completed
their sentences with 100&
accuracy.
Day 4 K.SS.3.1.1. CCSS.ELA- Terms: Producers, consumer Video clip:
Observe that Literacy.SL.K.6 Brainstorm: Remind students https://www.youtube.com/w
all people have Speak audibly and that people are both atch?v=MlkoZfzlfxo
needs and express thoughts, producers and consumers. Paper and pencil for
wants. feelings, and ideas They can make and grow their brainstorming.
clearly. own goods or offer services.
They can purchase goods and
services too. Have students or
groups of students brainstorm
what goods they can make or
grow and what services they
 can offer. Teacher can show a
video clip of consumers and
producers to help the
childrens understanding.
Have students make a
blueprint of what they can
make and sell. Later in the
year, they can have an open-
air market where children buy
and sell items they have
produced.
Next children will discuss their
ideas in front of the class, and
children may provide
feedback to ideas to improve
students work.
Daily Assessment: Children
will write their ideas on a
piece of paper and turn them
in at the end of class.
Day 5 K.SS.3.1.1. CCSS.ELA- Terms: Presentation, BINGO Bingo sheets with pictures
Observe that LITERACY.SL.K.4 BINGO: The class will all play of a house, pool, food,
all people have Describe familiar games of wants vs. needs water, clothes, and cell
needs and people, places, bingo. Each child will have a phone, etc.
wants. things, and events BINGO sheet. On that sheet Bingo markers (could be
and, with there will be pictures of a pretzels, markers we have
prompting and house, pool, food, water, in the classroom)
support, provide clothes, cell phones, etc. Software game:
additional detail. Children will determine the https://www.superteacherto
difference between wants and ols.us/jeopardyx/jeopardy-
 needs. review-game.php?
After the game has been gamefile=355150#.WCYP2
played children will go to this 8dh2t8
website and complete a
software game:
https://www.superteachertools
.us/jeopardyx/jeopardy-
review-game.php?
gamefile=355150#.WCYP28d
h2t8
Daily Assessment: Students
will write 4 sentences, 2 of
them giving an example of a
want and the other 2 giving
an example of a need.
Students will write these
sentences with 100%
accuracy.
Day 6 K.SS.3.1.2. CCSS.ELA- Terms: Natural Resources A list for each child and on
Recognize that Literacy SL.K.1.A DLTA: Children will have the that list will be leaves,
people have Follow agreed-upon opportunity to go outside and woodchips, grass,
limited rules for explore in nature. Children will branches, pinecones, etc.
resources. discussions (e.g., be given a list in class, and Video clip:
listening to others then they can go out on the https://www.youtube.com/w
and taking turns playground and find those atch?v=9PnbKL3wuH4
speaking about the resources. Children will then
topics and texts come back into class and
under discussion). discuss as a class what we
found, and what we can do
with each thing. Teacher will
 monitor the discussion and
check for understanding.
Next children will write in their
journal about what they have
found and their ideas about
what it can be used for.
After the journal writing
children will watch a video
about natural resources:
https://www.youtube.com/wat
ch?v=9PnbKL3wuH4
Daily Assessment: Each
student will tell the teacher
one item that they found and
something useful they can
use it for.
Day 7 K.SS.3.1.2. CCSS.ELA- Terms: Natural Resources Construction paper
Recognize that Literacy.SL.K.5 Natural Resources Cont.: Glue
people have Add drawings or Children will have the Natural resources from
limited other visual opportunity to make a yesterday
resources. displays to masterpiece with the
descriptions as resources they found on the
desired to provide playground the day before.
additional detail. Children will be provided with
paper and glue and thats it.
Children will come to
understand that you dont
need much to make art.
Next students will write 3
sentences about their art, and
 how it is a natural resource in
their journal. After writing in
their journal students will
discuss their writings about
their drawings with their
peers at their table group.
Daily Assessment: Teacher will
walk around the classroom
and monitor the childrens
discussion and look at their
art as well, and make sure
their sentences are correct.
Day 8 K.SS.3.1.2. CCSS.ELA- Term: Resources The Goat in the Rug, as
Recognize that Literacy.W.K.5 Resources: Teacher will read told to Charles L. Blood and
people have With guidance and the book The Goat in the Martin Link.
limited support from Rug Paper and pencil.
resources. adults, respond to As told to Charles L. Blood and Video clip:
questions and Martin Link, to the students. https://www.tigweb.org/ima
suggestions from After the story the teacher will ges/tiged/docs/activities/26
peers and add explain that Glenmae was a 7.pdf
details to producer of rugs. Producers
strengthen writing make goods or provide
as needed. services. They use many
things to make their products.
Some of these things are
called resources. Name some
things Glenmae used to
produce her rug. (Mohair from
the goat, scissors, yucca
plants, buckets, water, comb
cards, spindle, large pots,
loom, dye) As students
answer, list the things on the
board. Instruct students to
write a personal narrative
about something they
produce at home. (Examples:
make a sandwich, clean room,
set table, do homework)
Remind them this will be a
personal narrative because
they are telling the story.
Students should remember to
mention different types of
resources used.
Students will then watch a
video about natural resources:
https://www.tigweb.org/image
s/tiged/docs/activities/267.pdf
After watching the video,
students will summarize what
they learned in 2 sentences
and write it in their journal.
Daily Assessment: Students
will share what they wrote in
their journal with their peers
at their table, teacher will
walk around the classroom to
monitor that what the
students are writing down is
 correct.
Day 9 K.SS.3.1.2. CCSS.ELA- Terms: Limited, scarcity Brown paper bags,
Recognize that Literacy.SL.K.6 DLTA: Explain that a parent or Popcorn
people have Speak audibly and the principal donated a snack Video clip:
limited express thoughts, for the class and that students https://www.youtube.com/w
resources. feelings, and ideas will come to the front of the atch?v=ij3m8iqPqU4
clearly. room, row by row, and serve
themselves. Call the first row
of students up to the front
and give them brown lunch
bags in which to put their
popcorn. Allow them to take
as much popcorn as they
want, giving them extra lunch
bags to hold popcorn if
needed.
Continue calling tables of
students until the grocery bag
of popcorn is empty. Student
will ask for the popcorn in the
other stapled grocery bags.
Open the bags and act
surprised to find crumpled
newspaper. Explain that you
thought that all of the grocery
bags were filled with popcorn.
Apologize to those students
who did not receive a snack.
Explain that everyone thought
there was plenty of popcorn
for all. Suggest that, if the
first students served had
known there was a limited
amount, perhaps they might
have been careful to leave
enough for the rest of the
class.
Note: Students are likely to
be very angry at the
seemingly unfair situation;
however, it is the purpose of
this lesson for them to
experience scarcity.
Discuss with the class how we
could have made it so
everyone has a bag of
popcorn equally.
Have students write down in
their journals what they could
have done to have everyone
have equal bags of popcorn.
Have students watch a video
about scarcity:
https://www.youtube.com/wat
ch?v=ij3m8iqPqU4
Daily Assessment: Students
will write 3 sentences about
what they learned in the
activity and video about
scarcity. Teacher will check
 the sentences.
Day K.SS.3.1.2. CCSS.ELA- Terms: Venn Diagram Hoola Hoops
10 Recognize that Literacy.SL.K.3 Venn Diagram: First the class Natural Resources objects
people have Ask and answer will discuss what we have vs. notbranches, leaves,
limited questions in order learned about natural cookies, grass, water,
resources. to seek help, get resources. Then there will be blankets, etc.
information, or a hoola hoop Venn Diagram Paper and pencil.
clarify something set up on the classroom floor.
that is not There will be many objects
understood. that the children will have to
work together to sort into
natural resources vs. not
natural resources and think if
there is anything in-between.
Students will write 4
sentences about what a
natural resources is vs. non
natural resources.
Daily Assessment: Children
will turn in their sentences to
the teacher, the teacher will
correct their sentences and
hand them back to them.
Students will then have the
opportunity to fix their
mistakes.