Intergrated Social Studies Unit

docx

School

Judson College *

*We aren’t endorsed by this school

Course

103

Subject

Electrical Engineering

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by CommodoreTurtleMaster678

Background Past, present, and future is a way to determine time. Using these terms, it allows you to create a pinpoint of when an event occurred. You can also use context clues to determine if something is from the past, present, or future. Past is something that has already happened. Something in the past is set in stone, and there is no way to change it. Things from the past are crucial points in today's present and future at same time; the past is commonly associated with a long time ago. The past can be as simple as something that happened one minute ago all the way to ten thousand years ago. The present is what we are currently living in. We now have control over the present and the ability to create and change. Living in the present allows us the opportunity to have discussions on current events. The present could be described in many different situations. The present could be precisely what you're doing-you're second. The entire day could be present. All the way for the whole century could be labeled as the present. When dealing with the word present, paying attention to the context is vital. The present in specific discussions could often be mistaken as the future, The future is what's to something with an un-telling beginning or end. The future is rooted in the past, created in the present, and becomes a reality in the future—the conditions created in both the past and present play significant roles in how the future will unfold. The future could be as simple as what will happen tonight. Yet we may not know exactly; we will have an idea based on past and present events. The future can also be recognized as something centuries away and often connected with robots and flying cars.

The past, present, and future are all connected and built off each other. The past essentially affects everything. The present and the past dictate your future. So it's important to always value your time and actions because you're creating your future. Since the past, present, and future play an important role, keeping track of particular events is essential. The primary way to keep the past, present, and future organized is by using organization tools. The three main organization tools to be used are timelines, schedules, and calendars. Timelines provide a visual representation of a chronological sequence of events. Timelines are created on a straight line and are usually broken up by a set number of dates or times. Timelines are used to create a straightforward way of documenting and understanding. Timelines are timeless and have been documented to have been used 385 million B.C. That just goes to show how valuable and resourceful timelines are. While timelines are ancient, the first timeline chart was created by Joseph Priestly in 1733. He created the first timeline that was made to visualize the life span of a person. Timelines play a crucial role in history and education. Timelines are critical in history and education because they visually understand historical events. This allows students to be able to understand. A timeline can be used to document the past, present, and future for decades. Yet, it can also record things as such as simple as today's timeline or your student's student's timeline. Calendars are another way to provide a visual chart to document and record past, present, and future events. Calendars were first made during the bronze age. Calendars are used often in daily life and can be found essentially everywhere. Calendars are on your phone, hanging on every wall in every classroom. Calendars make life smooth and so much easier. Calendars

document the past, present, and future. It allows you to see events and days of the week that have already happened. Calendars allow you to see what you currently got going on and the day of the week. It also does a great job documenting the future as much as possible to be prepared. A calendar can tell you future events you have coming up, like a birthday next Tuesday. Past, present, and future play a significant role in daily living. It's crucial to understand the context and meaning between each word. It's essential to be able to decipher the difference between the three. It's all essential to be able to recognize past, present, and future from visual charts like timelines and calendars.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Recourses https://helpingwithverbs.com/lessons/VerbTense.htm https://bigthink.com/the-well/is-time-an-illusion/ https://www.readingrockets.org/article/creating-timelines https://www.treevalleyacademy.com/calendar-time-great-way-kids-learn-read-calendar/

UNIT GOALS: 1. The students will understand the difference between past, present and future. 2. Students will understand how to use context clues to identify past, present and future. . 3. The students will understand how to use and create a timeline that Is used to model past, present, and future. 4. The students will understand how to use and create a timeline that Is used to model past, present, and future.

FOCUS QUESTIONS: 1. What is past, present, and future? 2. What are visual ways to document past, present, and future? 3. How can use and create an effective timeline to demonstrate past, present, and future? 4. How can use and create an effective calendar to demonstrate past, present, and future? Rationale:

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

I have created this unit because it is part of the Social Studies standards for 1st grade. The standard says” Identify terms such as past, present, and future associated with time, and construct daily schedules, calendars, and timelines”. These goals make it important for students to be able to identify something from the past, present, and future along with identifying or putting it on a timeline, schedule, or calendar. It’s crucial the students have a clear understanding of how important this unit is. This unit will be used in everyday life and the students will successful in the basic understanding of how time works. Special Needs:

I will use differentiated instruction to meet the needs of every student. The classroom is an inclusive classroom with a variety of gifted, average, and special needs. Special education may need my assistance with spelling and completing assignments. I will ensure allotted time to allow them to complete along with assistance. I will let the class help one another in group and classroom activities. The general and gifted learners can assist the struggling learner to assist them. I will have additional activities to keep the gifted engaged and the easily distracted students entertained. While special education students are completing their assignments.

Elementary Education (K-6) Lesson Planning Unit General Directions: Elementary Education (K-6) Lesson Planning Unit Throughout the methods courses, teacher candidates will develop a lesson planning unit. Candidates will create one lesson plan per content area (reading, math, science, health/physical education, social studies, and integrated arts) in a variety of grade levels (K-6). Each content area meets CIEP curriculum indicators (refer to attached individual rubrics for each content area). EE CIEP Standards (Reading): 2.1, 2.1.1, 2.1.2, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Math): 2.2.2, 2.3, 2.3.1, 2.3.2, 2.3.3, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Science):2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.5.1, 2.2.5.2, 2.2.5.3, 2.2.5.4, 2.2.5.5, 2.2.5.6, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Health/Physical Education: A Health Lesson Plan Integrated with Physical Education):2.6, 2.6.1, 2.6.2, 2.6.3, 2.6.4, 2.7, 2.7.1, 2.7.2, 2.7.3, 2.7.4, 2.7.5, 2.7.6, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Social Studies): 2.4, 2.4.1, 2.4.2, 2.4.3, 2.4.4, 2.4.5, 2.4.6, 2.4.7, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Integrated Arts): 2.5,2.5.1, 2.5.2, 2.5.3, 2.5.4, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 Candidates must use the lesson plan template provided and respond to all prompts in each section using 12-point font, Times New Roman. Each lesson plan must include an informal and formal assessment tool(s) to evaluate learning in the content area with respect to the content standard(s) addressed. Section Directions: Instructions are provided in red for each section below. Guiding notes and examples are included on the lesson plan template. Central Focus for the Unit (CIEP EE 3.1): The students will learn about the past future and present

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Content Standards - Alabama College and Career Ready Standards (CCRS) (CIEP EE 3.1): SS.AAS.1.1- Identify terms such as past, present, and future associated with time. 1 ) Construct daily schedules, past, future, present, and timelines. . Learning Objectives (CIEP EE 3.1) The student will learn about the past, present, and future. Lesson Past, future, present (CIEP EE 3.1): Introduction/Anticipatory Set – 5 minutes –  Introduce past, future, and presents by asking in an interactive way! I will be moving and talking like a robot! I will ask my students if they know what I am. When they identify me as a robot ill ask if I’m from the past, future or present. Classroom Discussion 10 minutes  allow student feedback on what they think and give examples of past, future, and present things.  Use the allotted time for feedback and ensure understanding of past, present, and future. .  a classroom definition of a past, present and future using the knowledge from the anticipatory set classroom discussion. o The classroom definition is written on the anchor chart during the class using descriptive words and drawings the students work together to create. o The anchor chart with the definition and example and will be displayed in the classroom. Group Activity- 30 minutes  The students will They will then play past present/future bingo I will provide bingo cards and dots. I will ask a question like “A way to travel in the future” they will cover the flying car. We will continue to play until we get 3 bingos in the class. Assessment: 15 minutes  The students will take a 10-question written exam to ensure their knowledge on the past, present, and future.

Essential Questions (CIEP EE 3.3): What is an example of past, present, and future. Instructional Resources and Materials (CIEP EE 1) IM 1:1 Anchor Chart Paper IM 2:1 Markers, Crayons, Colored Pencils IM 3:1 Past, Present, Future Bingo Card (see attached) IM 4:1 Bingo Chip IM 5:1 Written assessment (see attached) Introduction to Lesson (Anticipatory Set) (CIEP EE 3.3, 3.4, 3.5): 1. I will assess the student's prior knowledge of the past, future, and present. The student’s response to that question will serve as my pretest and give me an idea of the student’s prior knowledge of the past, future, and present. 2. I will introduce the lesson on the past, future, and present in an upbeat way to get the students excited. 3. I will use the student's interaction in my past, future, and present lesson to see if they can identify what past, future, and present is. 4. We will then create a classroom definition of the past, future, and present to be displayed in our classroom. Instructional Strategies and Learning Tasks (Procedure) (CIEP EE 3.3, 3.4, 3.5): 1. I will introduce the past, future, and present. 2. I will ask the students what they think each means and ask for examples. (pretest) 3. The students will interact to create a classroom idea of what a past, future, and present (verbally) 4. We will play bingo so the students can get a better understanding of the past, future, and present. 5. We will then continue to further discuss the past, future, and present after the YouTube video. 6. The students will create a classroom definition on an anchor chart. 7. The students will complete a written test. .

Guided and Independent Practice (CIEP EE 3.3, 3.4, 3.5 Guided 1. I will introduce past, future, and present We will have a group discussion on what this is and come to a classroom term and understanding. 2. I will help the students come up with a classroom definition of past, future, present and write it on an anchor chart to be hung in the classroom. 3. I will the bingo game we will play 4. I will administer a written tst Independent 1. The students will interact with what they believe past present and future means. 2. The students will play bingo . 3. The students will complete written test. Closure (CIEP EE 3.3 1. The student will properly understand past, future, present. 2. The student will be able to show you how to identify something of the past, future, and present. Technology (CIEP EE 2.2.2): I will not be using technology during this lesson. Differentiation and Planned Universal Support (CIEP EE 2.8, 3.2): Modifications will assist with the bingo as guiding correct answers and providing clues. I will have modifications on the assessment by reading the exam and assisting in narrowing down answers if needed. Language Function Students Will Develop and Additional Language Demands and Language Supports (CIEP EE 3.5) Vocabulary- Past, Present, Future – We will use discussion and play bingo to get a clear understanding along with creating a classroom definition chart. Syntax- will also have access to classroom definitions they created to read and review if needed.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

discourse- Students will demonstrate a clear understanding of the vocabulary by interacting in the introduction, classroom discussion, and completing the past, future, and present bingo, and exam. . Types of Student Assessments and What Is Being Assessed—Informal Assessments (CIEP 4), Formal Assessments (CIEP 4), and Modifications to the Assessments (CIEP EE 3.2): Informal Assessment- Students will participate in group discussions and compete in the bingo game. Formal- the student will complete the written exam attached below. . Relevant Theories and/or Research-Based Practices (CIEP EE 1, 3.1): I based my lesson plan on children’s urge to learn and figure things out. I used Vygotsky’s beliefs on social learning and allowed students to build off one another to create their meaning of past, future, and present. Vygotsky’s method of learning allowed me to maximize my student’s learning environment and how to interact with my students. Using his beliefs, we were able to interact with one another to create a discussion on the past, future, and present. The students were able to collaborate to create their own definitions as well as create a visual example of by playing bingo. The students then were able to take all the lessons and feedback to complete an assessment and proving they are able to properly be able to carry out defining and creating a past, future, and present independently.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

The students will learn about calendars. The students will understand terms such as past, present, and future as well as how to identify on a calendar. . Content Standards - Alabama College and Career Ready Standards (CCRS) (CIEP EE 3.1): SS.AAS.1.1- Identify terms such as past, present, and future associated with time. 1 ) Construct daily schedules, calendars, and timelines. . Learning Objectives (CIEP EE 3.1) The student will learn about calendars. The students will understand terms such as past, present, and future as well as how to identify on a calendar. Lesson Calendar (CIEP EE 3.1): Introduction/Anticipatory Set – 10 minutes –  Introduce calendars by asking in an interactive way! Does everyone know where the classroom calendar is? What do we have planned for next Friday? (FUTURE) Who can tell me whose birthday was on the first Monday of this month? (PAST)  allow student feedback on what they think a calendar is and what its purpose is. Classroom Discussion 20 minutes  Calendar for kids on YouTube (5 mins)  https://www.youtube.com/watch?v=6r-QDDWwR9o  Use the allotted time for feedback and ensure understanding of calendars.  a classroom definition of a calendar using the knowledge from the anticipatory set and the Calendar for Kids YouTube video. o The classroom definition is written on the anchor chart during the class using descriptive words and drawings the students work together to create. o The anchor chart with the calendar definition and example and will be displayed in the classroom. I Activity- 30 minutes  The students will help create a personal calendar that will be sent home as a gift for their adults. The students will receive a blank calendar and decorate each month as they desire.

Essential Questions (CIEP EE 3.3): What’s a calendar used to identify? Instructional Resources and Materials (CIEP EE 1) IM: 1:1 Smartboard with internet access to show YouTube video  https://www.youtube.com/watch?v=6r-QDDWwR9o IM 2:1 Anchor Chart Paper IM 3:1 Markers, Crayons, Colored Pencils IM 4:1 A blank calendar Introduction to Lesson (Anticipatory Set) (CIEP EE 3.3, 3.4, 3.5): 5. I will assess the student's prior knowledge calendars. The student’s response to that question will serve as my pretest and give me an idea of the student’s prior knowledge of calendars. 6. I will introduce the lesson on calendars in an upbeat way to get the students excited. 7. We will then watch the Calendar for Kids video on YouTube. 8. I will use the student's interaction in my calendar lesson/video to see if they can identify what a calendar is. 9. We will then create a classroom definition of the calendar to be displayed in our classroom. Instructional Strategies and Learning Tasks (Procedure) (CIEP EE 3.3, 3.4, 3.5): 8. I will introduce calendars. 9. I will ask the students what they think they are and what they do. (pretest) 10. The students will interact to create a classroom idea of what a calendar is and how its made (verbally) 11. We will watch a YouTube video so the students can get a better understanding of the calendars. 12. We will then continue to further discussion on calendars after the YouTube video. 13. The students will create a classroom definition on an anchor chart 14. The students will begin to create their own calendar 15. They will decorate each month as they wish of their calendar to take home .

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

. Guided and Independent Practice (CIEP EE 3.3, 3.4, 3.5 Guided 5. I will introduce calendars We will have a group discussion on what this is and come to a classroom term and understanding. 6. I will play a YouTube video and the students will then. Have a visual and audio understanding of calendars. 7. I will help the students come up with a classroom definition of calendars and write it on an anchor chart to be hung in the classroom. 8. I will then explain the blank calendars and what they will need to do. Independent 4. The students will interact with what they believe in how sound is made means. 5. The students will watch the YouTube video. 6. The students will create a calendar themself. 7. In the closing part the student will express their understanding of calendars by completing their own calendar. Closure (CIEP EE 3.3 3. The student will properly understand calendars and what they represent. 4. The student will be able to show you how to create a calendar. Technology (CIEP EE 2.2.2): Using a YouTube video allows students to gain an understanding on calendars and be able to understand how calendars work. The YouTube video will provide an interactive learning experience. Differentiation and Planned Universal Support (CIEP EE 2.8, 3.2): Modifications will be made as needed this is a free design project. I will assist to ensure all month are in order and help as needed.

Language Function Students Will Develop and Additional Language Demands and Language Supports (CIEP EE 3.5) Vocabulary- Calendar, Past, Present, Future – We will use discussion and a YouTube video to get a clear understanding along with creating a classroom definition chart. Syntax- Students will be reminded and have a YouTube video replayed if needed for clear understanding. They will also have access to classroom definitions they created to read and review if needed. discourse- Students will demonstrate a clear understanding of the vocabulary by interacting in the introduction, YouTube video, classroom discussion, and completing the calendar. . Types of Student Assessments and What Is Being Assessed—Informal Assessments (CIEP 4), Formal Assessments (CIEP 4), and Modifications to the Assessments (CIEP EE 3.2): Informal Assessment- Students will participate in group discussion and complete their personal calendars . Relevant Theories and/or Research-Based Practices (CIEP EE 1, 3.1): I based my lesson plan on children’s urge to learn and figure things out. I used Vygotsky’s beliefs on social learning and allowed students to build off one another to create their meaning of calendars. Vygotsky’s method of learning allowed me to maximize my student’s learning environment and how to interact with my students. Using his beliefs, we were able to interact with one another to create a discussion on calendars. The students were able to collaborate to create their own definitions as well as create a visual example of seeing and creating a calendar. The students then were able to take all the lessons and feedback to complete an assignment and be able to properly be able to carry out defining and creating a calendar independently.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

The students will learn about timelines. The students will understand terms such as past, present, and future as well as how to identify on a timeline. . Content Standards - Alabama College and Career Ready Standards (CCRS) (CIEP EE 3.1): SS.AAS.1.1- Identify terms such as past, present, and future associated with time. 1 ) Construct daily schedules, calendars, and timelines. . Learning Objectives (CIEP EE 3.1) The student will learn about timelines. The students will understand terms such as past, present, and future as well as how to identify on a timeline. Lesson Timeline (CIEP EE 3.1): Introduction/Anticipatory Set – 10 minutes –  Introduce timelines by asking in an enthusiastic way! Does anyone know what a timeline is? ITS EXACTLY WHAT YOU THINK IT IS.  allow student feedback on what they think a timeline is. Classroom Discussion 25 minutes  Timeline for kid on YouTube (5 mins) o https://www.youtube.com/watch?v=o50HA6QTxj0  Use the allotted time for feedback and ensure understanding timelines.  a classroom definition for timeline is created using the knowledge from the anticipatory set and the Timeline for Kids YouTube video. o The classroom definition is written on the anchor chart during the class using descriptive words and drawings the students work together to create. o The anchor chart with the timeline definition and example and will be displayed in the classroom. Individual Activity- 20 minutes  The students will use the handout “A timeline of me” and their choice of coloring materials to create “The students timeline will need to include 3 things. The past answering the question When I was a baby I could…. (i.e crawl) ? Present answering Now I can…. (i.e., play baseball) Future When I grow up, I will be a… (I.E vet). Closure-5 minutes

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

 We will discuss the student's “A timeline of me” and get to learn about our classmates. Essential Questions (CIEP EE 3.3): What’s a timeline used to identify? Instructional Resources and Materials (CIEP EE 1) IM: 1:1 Smartboard with internet access to show YouTube video - https://www.youtube.com/watch?v=o50HA6QTxj0 IM 2:1 Anchor Chart Paper IM 3:1 Markers, Crayons, Colored Pencils IM 4:1 “A timeline of me” handout Introduction to Lesson (Anticipatory Set) (CIEP EE 3.3, 3.4, 3.5): 10. I will assess the student's prior knowledge timelines. The student’s response to that question will serve as my pretest and give me an idea of the student’s prior knowledge of timelines. 11. I will introduce the lesson on timelines in an upbeat way to get the students excited. 12. We will then watch the Timeline for Kids video on YouTube. 13. I will use the student's interaction in my timeline lesson/video to see if they can identify what a timeline is. 14. We will then create a classroom definition of the timeline to be displayed in our classroom. Instructional Strategies and Learning Tasks (Procedure) (CIEP EE 3.3, 3.4, 3.5): 16. I will introduce timelines. 17. I will ask the students what they think they are and what they do. (pretest) 18. The students will interact to create a classroom idea of what a timeline is and how its made (verbally) 19. We will watch a YouTube video so the students can get a better understanding of the timelines. 20. We will then continue to further discussion on timelines after the YouTube video. 21. The students will create a classroom definition on an anchor chart

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

22. The students will begin the “ A timeline of me” handout 23. They will fill in the 3 spots by answering about past, current and future self. 24. . The students will then interact and discuss the handout with their peers. 25. Guided and Independent Practice (CIEP EE 3.3, 3.4, 3.5 Guided 9. I will introduce timelines We will have a group discussion on what this is and come to a classroom term and understanding 10. I will play a YouTube video and the students will then. Have a visual and audio understanding of timelines 11. I will help the students come up with a classroom definition of timelines and write it on a anchor chart to be hung in the classroom. 12. I will then explain the handout and what they will need to do. Independent 8. The students will interact with what they believe in how sound is made means. 9. The students will watch the YouTube video. 10. The students will create a timeline on a handout of their self. 11. The closing part the student will express their understanding of timelines by completing the handout. Closure (CIEP EE 3.3 5. The student will properly understand timelines and what they represent . 6. The student will be able to show you how to create a timeline Technology (CIEP EE 2.2.2): Using a YouTube video allows students to gain an understanding on timelines and be able to understand how timelines work . The YouTube video will provide an interactive learning experience. Differentiation and Planned Universal Support (CIEP EE 2.8, 3.2): Modifications will be made as needed and IEP learners can choose to draw out images over spelling out. I will also assist with spelling and can write the word with a highlighter and they can trace to ensure correct spelling.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Language Function Students Will Develop and Additional Language Demands and Language Supports (CIEP EE 3.5) Vocabulary- Timeline, Past, Present, Future – We will use discussion and a YouTube video to get a clear understanding along with creating a classroom definition chart. Syntax- Students will be reminded and have a YouTube video replayed if needed for clear understanding. They will also have access to classroom definitions they created to read and review if needed. discourse- Students will demonstrate a clear understanding of the vocabulary by interacting in the introduction, YouTube video, classroom discussion, and completing the handout . Types of Student Assessments and What Is Being Assessed—Informal Assessments (CIEP 4), Formal Assessments (CIEP 4), and Modifications to the Assessments (CIEP EE 3.2): Informal Assessment- Students will participate in handout to be able show understanding . Relevant Theories and/or Research-Based Practices (CIEP EE 1, 3.1): I based my lesson plan on children’s urge to learn and figure things out. I used Vygotsky’s beliefs on social learning and allowed students to build off one another to create their meaning of timelines. Vygotsky’s method of learning allowed me to maximize my student’s learning environment and how to interact with my students. Using his beliefs, we were able to interact with one another to create a discussion on timelines. The students were able to collaborate to create their own definitions as well as create a visual example of seeing and creating a timeline. The students then were able to take all the lessons and feedback to complete an assignment and be able to properly be able to carry out defining and creating a timeline independently.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version