Lesson 1I. Objectives
· NCSS Curriculum Standards: Civic Ideals and Practices · Social Studies – Civics SOL 1.10: The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect · Math – Number and Number Sense SOL 2.4: The student will c) recognize even and odd numbers. · Students will be able to appropriately complete a recipe card for a good citizen by citing at least five characteristics. Students will also identify even and odd numbers on within their recipe. II. Materials for Learning Activities · Teacher: We Live Here Too!: Kids Talk About Good Citizenship by Nancy Loewen · Students: Blank recipe cards, pencil, red crayon, yellow crayon III. Procedures for Learning Activities · Introduction – Begin by introducing the unit of citizenship by telling the students that we are going to be talking about what it means to be a good citizen. (Review - Students should have learned traits of good citizens in 1st grade). Pose the following question: What is a citizen? Have students turn and talk to their shoulder buddy about their answers. The teacher will then read the book We Live Here Too!: Kids Talk About Good Citizenship by Nancy Loewen. After reading the book, have the students discuss what stood out to them as the book was read. Then have a few students share their ideas of what characteristics they believe make up a good citizen. Tell students that part of being a good citizen is helping the community. Whole group – 10 minutes · Instructional strategies – Next tell students that they are going to become chefs for the day as they are going to make up a recipe for a good citizen. Ask if anyone has ever used a recipe before. Why do we use recipes? Remind students that a recipe is a set of instructions for the way something is made. Tell the students that they are going to come up characteristics of what they think a good citizen would be. Refer back to the examples students gave during the introduction regarding characteristics of a good citizen. Remind students that a good citizen possesses multiple characteristics and what I think is extremely important, may be different than way (student in class) thinks. The teacher will partner students up and have the students create their own lists of the many characteristics of a good citizen. Once a list has been created, the students will return to their seats. From their list, the students are to select at least 5 characteristics in which they will create their own recipe for a good citizen independently. After their recipe has been written, students need to color all odd numbers red and all even numbers yellow. Partner & Independent – 25 minutes · Summary – Tell students that everyone’s recipe card should be different from their peers because there is no one correct answer. Allow 2 students to share their recipes. To prepare students for the following day, tell them they should start thinking about the word responsibility and how it relates to good citizens. Whole group – 5 minutes · [Instead of reading to the class at dismissal teacher will explain that as a class, we are going to collect items to donate to a homeless shelter. We will collect items throughout the week to donate to those who are less fortunate than we are. Allow students to ask questions. Send home note to students' parents/guardians.] IV. Assessment · Students will be assessed based on their completion of the citizenship recipe card. Teacher will be looking for at least 5 appropriate characteristics of a good citizen. Teacher will also be looking for all odd and even numbers to be correctly identified. V. Differentiation and Accommodations Differentiation · Advanced students: Encourage these students to add multiple “ingredients.” Students can also come up with a recipe for immoral citizens. · Struggling students: Provide these students with a recipe card that has the amounts already written out. For instance, ½ cup ______________________. Accommodations · Student with ADHD: During the lesson on the carpet, allow this student to sit in chairs on the carpet. Halfway through the lesson, the student can have a minute break to walk around the back of the classroom. · Student with behavior problems: Place this student in close proximity to teacher so an eye can constantly be kept on him or her. · Student with writing impairment: Student will have access to type up recipe using a computer. VI. Technology Integration · Some students will have access to a computer to type recipe. |
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