kus_social+studies

Kristen Kus Unit Lesson Plan Social Studies History of Rocks Lesson Plan Grade: 2
 * Objectives || # Students will be able to identify historical rock tools, and describe at least two characteristics of each tool (artifact).
 * 1) Students will be able to identify important vocabulary stated during the lesson and use it in different contexts (written assignment, fill in the blank test) ||
 * Standards || GLE HP1-1: History is an account of human activities that is interpretive in nature… act as historians, using a variety of tools (e.g. artifacts and primary/secondary sources)

GLE HP3-1: The study of history helps us understand the present and shape the future… demonstrate an understanding of how the past frames the present (a) by identifying and categorizing the kinds of information obtained from a variety of artifacts and documents (b) distinguishing objects, artifacts and symbols from long ago and today || - Photocopies of tools - KLW chart handouts - Chart paper - Pencils, pens, markers, crayons, etc… || Opening:
 * Instructional Materials and Resources || - Investigation Rocks Book
 * Instructional Activities and Tasks

Development:

Closing: || # Tell students “since we have been studying rocks in science reading, and language arts, and math we are going to talk about how rocks were used as tools before there were machines and technology to help us complete many tasks.” RI BTS 1 Assessments: Fill in the Blank Test Essay Test
 * 1) Explain to the students they will be completing a KLW chart. They will first will out what they already know about rocks. They will be allowed to converse with their neighbors, students on either side of them to record as much as they know about rocks thus far in our unit. RI BTS 3
 * 2) After completing what they know we will come together as a class and have a grand discussion on what we know. I will record students answers on my own big KLW in the front of the room. RI BTS 8
 * 3) Through out this process scaffolding questions will be used, what do you know about size and shape, color? What are rocks used for, what do you think they used to be used for? Etc… RI BTS 3
 * 4) They will put away their KWL and save them for later.
 * 5) Take out a picture of a “sickle”, ask what they think it looks like, what it could be used for, what kind of rock could it be made of based on what we have learned in science. RI BTS 2
 * 6) Group students into threes and had out a picture of different tools (Hafted Adzes, Flint Daggers, arrowhead, stone axes stone spindle whorl) RI BTS 6
 * 7) Give the students 7 Minutes to investigate their picture and have them complete an I notice I wonder chart in their social studies note books. RI BTS 2 & 3
 * 8) Scaffold questions while walking around the room, ask what they think it looks like, what it could be used for, what kind of rock could it be made of based on what we have learned in science. RI BTS 3
 * 9) Have students as a group present their tool to the class and say what they notice and wonder about it. After each group reveal the name of the tool, and what it was used for. RI BTS 8
 * 10) Have the whole class write on another page of their notebooks the name and two characteristics of the tool as I explain what it is and its uses, who used it, why, where RI BTS 3
 * 11) I will target vocabulary during this part and write the names and characteristics on the board as I talk about each tool. (Flint, arrowhead, spindle, sickle) RI BTS 2
 * 12) Inform students they will need to be using this vocabulary in future activities so to pay close attention and write down words you may think are important RI BTS 3
 * 13) Next students will pretend they lived long ago (reminding them of the tools we have gone over) and write about what they would to with a certain tool of their choice, and why into a paragraph of at least 10 sentences (depending on ability). RI BTS 1 & 5
 * 14) Remind them to use vocabulary, tell them they can use their note books, and also have a bin available with rock books inside so students can use the books as a resource, every student needs at least one other source. RI BTS 4
 * 15) After they write their paragraph and it is looked over they may draw a picture on a write piece of paper of themselves using the tool. RI BTS 5 ||
 * Assessment || # Have students complete a fill in the blank test. RI BTS 9
 * 1) Grade students essays with guidelines form the rubric RI BTS 9 ||
 * Learning Factors || # While students do their writing assignment they will be allowed to write 10 sentences depending on ability. If a student who has a high writing ability and he or she comes to me with 8 sentences I will tell them to write more, if a student with low ability or learning disabilities come to me with 8 sentences it will be acceptable RI BTS 3 & 4
 * 1) Students who have trouble spelling words not on the word wall will be able to circle those words and I will help them spell them correctly when they come up for their work to be checked. RI BTS 3 & 4
 * 2) While in groups students will be pair according to ability. Those with less ability or motivation will be paired with those with higher abilities or motivation to encourage growth. RI BTS 3 & 4 ||
 * Environmental Factors || # Students will be given adequate amounts of time to work on their assignments in both groups and individually RI BTS 6
 * 1) While in groups students will be working in a circle so all students have the same chance to participate. RI BTS 6 ||