U​s vs.

the Earth 

An Integrated Social Studies Unit 

Based on Ohio State Standards 
 
Created by Caeli Welker
For a Kindergarten Classroom
May 5th, 2017
 Table of Contents 

Rationale.................................................................................................................................Page 2

Concept Map...........................................................................................................................Page 3

Content Outline.......................................................................................................................Page 4

Oh, the Places You'll Go! (English Language Arts Lesson)...................................................Page 5

Us vs. the Earth (Mathematics Lesson)...................................................................................Page 9

Watermelons on Mars (Science Lesson)...............................................................................Page 13

Appendix...............................................................................................................................Page 16

Glossary.................................................................................................................................Page 17

Resources..............................................................................................................................Page 18

1 
 Rationale 
This integrated social studies unit contains an English language arts, a mathematics, and a science
lesson designed for a Kindergarten classroom. The overarching theme is “Us vs. the Earth.” The
integrated unit focuses on encouraging kindergarteners to overcome the inevitable egocentrism of their
age and introducing them to the possibilities and the realities of life and places outside of their home.
Students will explore the three subjects of English language arts, mathematics, and science within the
context of this social studies theme grounded in the Ohio Kindergarten Social Studies Standard: Models
and maps represent places.

2 
 Concept Map 

*instilling an interest in travel *comparing our city with the *recognizing the differences of
and in the world outside one’s world using scaled cut-outs an object’s characteristics on
home Earth versus on other planets

3 
 Content Outline 
I. English Language Arts Lesson
A. Outcome of lesson: This lesson will allow students to compare and contrast the
adventures of a main character within the narrative story. It will also attempt to instill a
desire for adventure and travel outside of one’s own home.
B. What students will do: Students will engage in discussion when comparing and
contrasting the adventures of the main character. Students will look back on his or her
own adventures and compare those to the events within the narrative.
II. Mathematics Lesson
A. Outcome of lesson: Students will be made aware of the world outside of their home/city.
They will understand the size of their home/city compared to the globe.
B. What students will do: Students will learn the terms city, state, country, and world, and
how they range in size, from smallest to largest.
III. Science Lesson
A. Outcome of lesson: Students will be able to sort objects based on weight, whether an
object is heavy or light. Students will be able to recognize the differences in the weight
of an object when it is on either Earth, Mars, Jupiter, or the Moon.
B. What students will do: Students will explore the Weight and Mass gizmo through
weighing multiple objects, determining heaviers objects versus lighter objects, and by
weighing the objects on Earth, Mars, Jupiter, and the Moon.

4 
 Oh, the Places You'll Go! 
English Language Arts Lesson

Caeli Welker EDU 300

Dual License Education May 5, 2017

Topic and Ohio Kindergarten Social Studies Standard: ​Us vs. the Earth – Models and maps represent
places.

1. Objectives​: Students will be able to compare and contrast the adventures and experiences of the
main character. Students will be able to discuss how they personally relate to the adventures and
experiences of the main character. Students will be able to express their dreams for such
adventures and experiences.

2. Ohio Kindergarten State Standard: ​English Language Arts Standard RL.K.9:​ With prompting
and support, compare and contrast the adventures and experiences of characters in familiar
stories.

3. Motivation (​Engagement)​ ​: To engage students in the lesson, the teacher will begin by asking
the students about their favorite place to visit. Guided by the teacher's prompting, the class as a
whole, will discuss their likes and dislikes concerning traveling. Some prompting questions
include: Have you ever traveled farther than your city or your state? If not, would you like to
travel? Do you enjoy traveling? Do you have a place in mind that you have always wanted to
visit? What is your favorite place to visit?

4. Instructional materials​: ​Oh, the Places You'll Go!​ by Dr. Seuss (book), projector, pencils,
crayons, Sketch-to-Stretch graphic organizer, WiFi connection.

5. Procedures:

5 
 ● Set up projector and go to https://www.youtube.com/watch?v=7B3xz_ATsWg. (If you do
not have a projector, simply retrieve the book, ​Oh, the Places You'll Go!​)
● To begin the lesson, teacher will facilitate class discussion on prior knowledge
concerning traveling.
● Teacher will use prompts (available in the Motivation section) to further discuss and to
engage student interest.
● (​E-Learning)​ Play the video “Oh, the Places You'll Go!” or read ​Oh, the Places You'll
Go! (​ Book)
● Conduct class discussion by asking individual students questions (available in the
Classroom Discussion section).
● (​Elaboration)​ “Journal time.” Give students the Sketch-to-Stretch graphic organizer.
Explain how it works. Instruct students to draw a picture of a place where they would like
to visit. This place can be fictional or real.
● (​Explanation)​ Go around the room and talk with students about what they are drawing.
Write their explanations on the lines below their drawing.
6. Classroom Discussion (​Exploration)​ : ​After reading the book, the teacher will facilitate a
discussion. In order for things to run smoothly, the teacher should address each student
specifically and allow each student to share his/her thoughts. Here are some prompts to help the
discussion along: What kind of adventures did the main character experience? Was the main
character always happy? Do you think the main character enjoyed traveling? What was your
favorite part of the book? Why? If you could visit one of the places from the book, which one
would you visit? What do you think about traveling after reading this book? Does this book
make you want to travel or no? Why or why not?

7. Academic vocabulary​: Travel, adventure, experiences, places. The teacher will help students
understand these terms by explaining them and using them in context.

8. Assessment and Evaluation (​Evaluation)​ ​: The Sketch-to-Stretch will be used to conclude the
lesson. As the teacher talks with each individual student about what he/she is drawing, the
teacher will be able to determine if the student has grasped the idea of traveling and going places.
The student should also be able to express how their adventures may relate to the character in the
book.

Value Added​:

6 
1. Resources and Citations:

● The 6E Instructional Model was used to help guide the lesson so as to bring meaning and
depth to the lesson. The 6E Model can be found in the following textbook:

Peters, J.M. & Stout, D.L. (2011). ​ Science in elementary education: Methods, concepts,

and inquiries​ (11​th​ ed.). Boston: Pearson.

● Oh, the Places You'll Go!​ by Dr. Seuss:

Seuss, Dr. (2016). ​Oh, the places you'll go!​ London: HarperCollins Children's Books.

This book is the entire focus of the lesson. Through it, students will be taught and able to
demonstrate their ability to discuss the events that occur as well as use their own
experiences in relation to the story.

● For other books that can inspire one's students to travel, visit the web page below:

10 children's books to inspire your little traveler. (n.d.). Retrieved March 24, 2017, from
http://www.minitime.com/p/10-Childrens-Books-to-Inspire-Your-Little-Traveler-

article

● Here is the link that reads the book ​Oh, the Places You'll Go!​:

[R2T]. (2016, June 29). ​Oh, The Places You'll go! Story By Dr. Seuss - Best New App

For Kids.[​ Video File]. Retrieved March 24, 2017, from https://www.youtube.

com/watch?v=7B3xz_ATsWg

● If the teacher wants to go more in depth with his/her students, he/she can discuss the life
lessons that are put forth in the book ​Oh, the Places You'll Go!​ Below is a helpful
resource that highlights many points that can be applied to one's daily life:

Rahman, R. (2014, September 17). ​15 fantastic life lessons from Dr. Seuss’s “Oh, the

places you will go”​. Retrieved March 24, 2017, from https://wondersonder.word

7 
 press.com/2014/09/04/15-fantastic-life-lessons-from-dr-seuss/

● The Sketch-to-Stretch graphic organizer can be located in the Appendix of this unit.

2. ​ Universal Design for Learning:

● Student with a speech impediment: This student will not be singled out during discussion
so as not to embarrass the student in front of his peers. Rather, the teacher will allow him
to voluntarily speak. Additionally, the teacher will be sure to engage in a few moments
of one-on-one time with him so as to be sure that he understands the concepts.
● Gifted Student: After this student has drawn for the Sketch-to-Stretch, the teacher will
speak with the students (as with all of the other students) and the student will write the
explanation on the lines him/her-self.
● Every student is an English Language Learner: Because every student is learning
English, they will not be required to write below their drawing on the Sketch-to-Stretch.
The teacher will write each student's explanation for him/her.
9. Reflection​: N/A

8 
 Us vs. the Earth 
Mathematics Lesson

Caeli Welker EDU 300

Dual License Education May 5, 2017

Topic and Ohio Kindergarten Social Studies Standard: ​Us vs. Earth – Models and maps represent
places.

1. (​Stage 1: Desired Results​)​ Objective​: The student will be able to recognize how small his/her city
is compared to the state, compared to the country, and compared to the world. The student will
be able to know, from smallest to largest, his/her city, the state, the country, and the world.
2. Ohio Kindergarten State Standard​: ​Math Standard K.DM 2​: Directly compare two objects with
a measurable attribute in common, to see which object has “more of” or “less of” the attribute,
and describe the difference.
3. Motivation​: To grab student attention, begin the lesson by reading the book, Big Bug by Henry
Cole. This will give students an idea of what to expect in the lesson. Follow up the book reading
with a short discussion. What did you think of the book? Did you think the Ladybug was big at
first? What happened? Is the Ladybug big or small? What is bigger than the Ladybug? Proceed
to inform students that today we are going to talk about big things and small things.
4. Instructional materials​: Big Bug by Henry Cole. Print out three copies of a World Map
(suggestion available in Resources), leave one alone, cut the United States out of the second, and
cut Ohio out of the third. Cut out your own estimation of the size of Steubenville.
5. (​Stage 3: Learning Plan)​ ​Procedures:
● Motivation
● Next, give the students some background knowledge. Ask simple questions and call on
different students to answer. Questions: Do you know the name of the city in which we

9 
 live? Do you know the name of the state in which we live? Do you know the name of
the country in which we live? Guide students to the correct answer. Can you guess if our
city is bigger or smaller than our state? Can you guess if our state is bigger or smaller
than our country? After this short discussion, move into the lesson.
● Begin with the World Map. Show students the size of world.
○ Ask students to try to point out some places they might know.
○ Ask a student to point out where the United States is.
● Pull out the United States cut out.
○ Compare the United States with the World and different parts of the World.
○ Ask students about what they see. Discuss with students the truth about how the
United States is only a small part of the World.
○ Explore the United States and ask students to try to point out states they might
know.
○ Ask a student to point where Ohio might be.
● Pull out the Ohio cut out.
○ Compare Ohio with the United States. Show their difference in size.
○ Ask the students about what they see. Discuss the truth about how small Ohio is
compared to the United States and also compared to the World.
○ Compare Ohio with different parts of United States and with parts of the World.
Have students take turns and help them identify different places.
○ Ask a student to point out where Steubenville might be in Ohio.
● Pull out the Steubenville cut out.
○ Compare Steubenville with Ohio, allowing students to see the difference in size.
○ Discuss with students the differences in size.
○ Compare Steubenville with the United States and the world.
● Assessment (available in Assessment and Evaluation section).
6. Classroom Discussion: ​Discussion is prominent throughout the lesson. Some prompts that can
be used for discussion are as follows: Which one is bigger ________ or ________? Which one
is the smallest? Which one is the largest? Where do you think Ohio is? What do you think about
________ compared to ________? How does it make you feel? Do you think there are more
people living in ________ or _________?
7. Academic vocabulary​: City, state, country, world, compare, smaller, bigger. These terms will be
introduced and explained through discussion.

10 
8. (​Stage 2: Assessment Evidence)​ A
​ ssessment and Evaluation​: The lesson will be concluded by
orally assessing the students’ memory by asking the following questions: Which is the smallest,
the city, state, country, or world? Which is the largest? What is their order from smallest to
largest and from largest to smallest? As questions are asked, the teacher will write down the
accuracy of their answers.

Value Added​:

1. Resource(s):
● This book…

Cole, H. (2014). ​Big bug​. New York: Little Simon.

...can be purchased from the following website:

https://www.amazon.com/Big-Bug-Henry-Cole/dp/1442498978

This book is about a bug which, at first, appears very large. On each page, the photo is
zoomed out slightly to reveal that it is, in fact, a small ladybug sitting on a leaf. This
book will contribute to the lesson by orienting the minds of the students to the main idea
of the lesson. Although it seemed to be very large, the students will be able to witness
how small the bug actually is. After reading the book, students will have a better
understanding of small and large, and they will be able to apply this knowledge to the
lesson.

● Free world map download:

Vectors, F. (unknown). ​Vector world map design graphics set Free vector

​ etrieved fromall-free-download.com/free-vector
891.29KB. R

/download/vector-world-map-design-graphics-set_573342.html

on March 29, 2017.

2. ​Universal Design for Learning:

● One student with Autism: This student will be given a “fidget stick” or something that he
can quietly play with to keep him from becoming restless.
● One slow learner: This student will be encouraged to ask many questions. He should
feel comfortable enough to let the teacher know when he does not understand certain

11 
 concepts. If he makes mistakes regarding the prompts, he will be gently guided to the
correct answer.
● One gifted student: This student will be given extra time to complete an extra activity.
He/she will draw an outline of the world, and then the United States inside of it, and then
Ohio, and then Steubenville.

​9.​ Reflection​: N/A

12 
 Watermelons on Mars 
Science Lesson

Caeli Welker EDU 300

Dual License Education May 5, 2017

Topic and Ohio Kindergarten Social Studies Standard: ​Us vs. the Earth – Models and maps represent
places.

1. Objectives​: Students will be able to determine if one object is heavier than another object using
a scale. Students will be able to sort objects based on weight. Students will be able to recognize
that objects weigh differently on the Moon, Jupiter, and Mars than on Earth. Students will know
that objects weigh the least on the Moon, then Mars, then the Earth, and the most on Jupiter.
2. Ohio Kindergarten State Standard: ​Physical Science Standard:​ ​Objects and materials can be
sorted and described by their properties.
3. Motivation​: To orient students to the lesson, begin by asking a few questions to get an idea of
how much students know. Have students place their hand on their head if they think they know
the answer to the question. Possible questions: Who do you think is heavier, me or you? What
do you think is heavier, a feather or a basketball? What do you think is heavier, a watermelon or
a pumpkin? What do you think is heavier, a watermelon on Earth or a watermelon on Jupiter? Do
you think objects weigh the same on Earth as on the Moon?
4. Instructional materials​: A projector, computer to hook up to projector, Weight and Mass gizmo
5. Procedures:
● Set up projector
● Introduce terms (number 7)
● Motivation (number 3)
● First, show how to use the gizmo but demonstrating the use of the scale on the earth
setting.

13 
 ● Have students take turns suggesting two objects to weigh. (eg, call on a student, and he
may say, “a pumpkin and a baseball.”)
● Play with the gizmo and allow students to make contributions and use it on their own.
● Next, use the weighing scale to the right. Begin by using a watermelon. Explain that the
heavier the object, the further it will fall. Instruct students to pay close attention to the
watermelon on the scale. Switch from the Earth setting to the moon setting. Ask
students: What happened? Continue in this manner and guide students to realize the
change in weight for each planet.
● Play with this a little more and allow students to make contributions/suggestions. Call on
students as needed.
● Lastly, conduct a classroom discussion to assess student understanding (number 6).
6. Classroom Discussion: ​After the lesson, repeat the questions that were asked at the beginning of
the lesson. The students’ responses should be more accurate. Discuss the facts about objects
weighing the least on the moon, then a little more on Mars, a little more on Earth, and the most on
Jupiter. Ask students which planet/moon they would like to visit if they could and why. Ask
them if they think they would be lighter or heavier on that planet? Would that make it easier or
harder to walk? Be sure to clear up any misconceptions.
7. Academic vocabulary​: Scale and weight. Introduce these terms by first asking what students
already know about a given term. Expand on what they know and provide a visual using your
hands.
8. Assessment and Evaluation​: The lesson will be concluded using the class discussion (number
6). Use the same method put forth in the motivation (number 3): have the students place their
hands on their head if they think they know the answer to a question. Then, call on a student to
give the answer.
Value Added​:
1. Resource:
● The link to the Weight and Mass gizmo can be found below:
Gizmos. (unkown). ​Weight and mass. ​Retrieved from https://www.explorelearn
ing.com/index.cfm?method=cResource.dspView&ResourceID=653 on
April 24, 2017
This gizmo will allow the user to discover the differences between the gravitational pulls
on Earth, Jupiter, Mars and the Moon. For a Kindergarten level, students can simply
discover that objects will weigh differently on these different planets.

14 
 2. Universal Design for Learning:
● Every student is an English Language Learner: Because every student is an ELL, the
teacher will insure that every student understands the meanings of the academic language
being used within the lesson.
● One slow learner: If this student appears confused at any part of the lesson, he will be
given direct individualized instruction after the lesson so as to clear up misconceptions
and establish full understanding.
● One student with Autism: Because it may be difficult for this student to handle excess
noise, the teacher will use the “hand-on-the-head” method (explained in numbers 3 and 8)
to help maintain order and quiet during the lesson. Students will also be encouraged to
raise a hand before speaking.
9. Reflection​: N/A

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
15 
 Appendix 
Sketch-to-Stretch graphic organizer:

Sketch-to-Stretch

My Name:_____________________________________

Text: _________________________________________

Draw a picture that represents the text that was read:

Describe your sketch below:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

16 
World Map:

17 
 Glossary 
English Language Arts Lesson
● Travel: to make a journey
● Adventure: an unusual and exciting experience or activity
● Experience: to encounter or undergo

Math Lesson
● City: a large town (smaller than a state)
● State: a place that belongs to a country (smaller than a country, larger than a city)
● County: occupies a large amount of land (smaller than the world, larger than a state)
● World: the whole earth (bigger than and includes cities, states, and countries)
● Compare: to estimate, to measure, to make not of differences or similarities
● Small: little or lesser in size
● Big: larger or greater in size

Science Lesson
● Scale: a tool used to weigh objects
● Weight: a characteristic of an object, it can be lighter or heavier

18 
 Resources 
Materials
● English Language Arts Lesson:
○ Oh, the Places You'll Go!​ by Dr. Seuss (book)

Seuss, Dr. (2016). ​Oh, the places you'll go!​ London: HarperCollins Children's

Books.

○ Projector

○ Pencils

○ Crayons

○ Sketch-to-Stretch graphic organizer

○ WiFi connection

● Math Lesson:
○ Big Bug by Henry Cole

Cole, H. (2014). ​Big bug​. New York: Little Simon.

○ A cut out of Steubenville (all of the cut outs should be to scale in regards to each other
and the world map)
○ A cut out of Ohio
○ A cut out of the United States
○ A world map
● Science Lesson:
○ Projector
○ Weight and Mass gizmo
Web resources
● English Language Arts Lesson:
○ 10 children's books to inspire your little traveler. (n.d.). Retrieved March 24, 2017, from

http://www.minitime.com/p/10-Childrens-Books-to-Inspire-Y our-Little-Traveler

-article

○ Rahman, R. (2014, September 17). ​15 fantastic life lessons from Dr. Seuss’s “Oh, the

19 
 places you will go”​. Retrieved March 24, 2017, from https://wondersonder.word

press.com/2014/09/04/15-fantastic-life-lessons-from-dr-seuss/

○ [R2T]. (2016, June 29). ​Oh, The Places You'll go! Story By Dr. Seuss - Best New

App For Kids.[​ Video File]. Retrieved March 24, 2017, from https://www.youtub

e.com/watch?v=7B3xz_ATsWg

● Math Lesson:
○ Website to purchase Big Bug by Henry Cole:
https://www.amazon.com/Big-Bug-Henry-Cole/dp/1442498978
○ Vectors, F. (unkown). ​Vector world map design graphics set Free vector 891.29KB.
Retrieved fromall-free-download.com/free-vector/download/vector-world-map-
design-graphics-set_573342.html on March 29, 2017.
● Science Lesson:
○ Gizmos. (unkown). ​Weight and mass. ​Retrieved from https://www.explorelearning.com/i
ndex.cfm?method=cResource.dspView&ResourceID=653 on April 24, 2017

20