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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide- Social Studies

GE LEVEL OR COURSE TITLE: Kindergarten: Living, Learning and Working Together Course Code: 5021020

COURSE DESCRIPTION:

Kindergarten: Living, Learning and Working Together – The kindergarten social studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Kindergarten students will learn about themselves, their families, and the community. Students will be introduced to basic concepts related to history, geography, economics, and citizenship.

The following pacing guide replaces the Competency-Based Curriculum for Social Studies as the required curriculum for grades K-12 in Miami-Dade County Public Schools.

Please note the following important general information regarding the Pacing Guides:

The Pacing Guides outline the required curriculum for social studies, grades K-12, in Miami-Dade County Public Schools. Social Studies Pacing Guides have been developed for all elementary grade levels (K-5) and for each of the required social studies courses at the middle and senior high

school levels. The Social Studies Pacing Guides are to be utilized by all teachers, grades K-12, when planning for social studies instruction. The Pacing Guides outline the required sequence in which the grade level or course objectives are to be taught. The Pacing Guides outline the pacing in which instruction should occur. Specifically, the Pacing Guides are divided into 9 week segments and provide an estimate of the

number of traditional or block days needed to complete instruction on a given topic. Teachers should make every effort to stay on pace and to complete the topics in a given nine weeks. Slight variations in pacing may occur due to professional decisions made by the teacher or because of changes in school schedules.

NOTE: Essential Benchmarks identified in this course are highlighted in Yellow.

Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans:

Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided

into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans. Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional

practices. The Instructional Tools column is divided into the following sub-parts: Core Text, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities).

Department of Social Sciences Pacing Guide



Elementary Language Arts/Reading, Mathematics, and Science Related Benchmarks Supported through this Social Studies Course:

LA.K.1.6.1 The student will use new vocabulary that is introduced and taught directly; LA.K.1.6.2 The student will listen to and discuss both familiar and conceptually challenging text;LA.K.1.6.5 The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after); andLA.K.1.7.1 The student will make predictions about text content using pictures, background knowledge, and text features (e.g., title, sub-heading, captions, illustrations);LA.K.1.7.2 The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction;LA.K.1.7.3 The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in

sequenceLA.K.2.2.1 The student will identify the purpose of nonfictional text;LA.K.2.2.2 The student will retell important facts from a text heard or read; andLA.K.4.2.2 The student will participate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps);LA.K.4.2.3 The student will participate in a group setting to identify the topic as expressed in informational/expository text, and discuss related details;LA.K.4.2.5 The student will draw a simple map of the classroom.LA.K.5.2.5 The student will communicate effectively when relating experiences and retelling stories heard; andLA.K.6.1.1 The student will identify the purpose of informational text and distinguish between informational text (e.g., signs, directions) and text read for pleasure (e.g., stories,

poems).LA.K.6.2.3 The student will participate in creating a simple class report where the teacher is the scribe; andLA.K.6.3.1 The student will recognize print and non-print media; andLA.K.6.4.1 The student will use technology (e.g., drawing tools, writing tools) resources to support learning.MA.K.G.2.4 Interpret the physical world with geometric shapes, and describe it with corresponding vocabulary. MA.K.G.5.1 Demonstrate an understanding of the concept of time using identifiers such as morning, afternoon, day, week, month, year, before/after, shorter/longer.SC.K.N.1.1 Collaborate with a partner to collect information.SC.K.N.1.3 Keep records as appropriate -- such as pictorial records -- of investigations conducted.

Florida Reading and Writing Standards for Literacy in History/Social Studies K-5:

Florida Reading and Writing Standards for Literacy in History/Social Studies, grades K-5, can be found at the end of each nine weeks Pacing Guide. When planning lessons for instruction, teachers should address these state standards during their teaching of social studies content to ensure a systematic and proven approach to literacy and writing development. The Florida Standards are research and evidenced-based, aligned with college and work expectations, rigorous, and internationally benchmarked. For a complete listing of all Florida Standards, please visit: http://flstandards.org/ The specific pages for History/Social Studies K-5 standards for Literacy and Writing have been extracted from the Florida Standards document and placed at the end of each nine weeks Pacing Guide for each required K-5 social studies course.

Course Themes: Identified under “Essential Content” are course themes that span multiple topics. For K-3 Social Studies*, the following themes are identified:

Culture- Human beings create, learn, share, and adapt to culture.o Understand that cultures are dynamic and change over time.o Explore concepts of likenesses and differences among cultural groupso Identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.

Time, Continuity, and Change- Studying the past makes it possible for us to understand the human story across timeo Learn to locate themselves in time and space.o Gain experience with sequencing to establish a sense of order and timeo Begin to understand the historical concepts that give meaning to the events that they study


http://flstandards.org/



o Use stories about the past to help children develop their understanding of ethical and moral issues as they learn about important events and developmentso Recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the pasto Understand the linkages between human decisions and consequenceso Lay the foundation for the further development of historical knowledge, skills, and values in the middle grades

People, Places, and Environments- The study of people, places, and environments enables us to understand the relationship between human populations and the physical worldo Learn where people and places are located and why they are thereo Learn to use maps, globes, and other geographic tools. o Examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populationso Identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and placeso Draw upon immediate personal experiences in students’ neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore

geographic concepts and skillso Express interest in and concern for the use and misuse of the physical environment

Power, Authority, and Governance- The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance.o Understand the purposes and functions of governmento Explore students’ natural and developing sense of fairness and order as they experience relationships with otherso Developing an increasingly comprehensive awareness of rights and responsibilities in specific contextso Introduce civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock

elections, and determining how to balance the needs of individuals and the groupo Experience views of citizenship in other times and places through stories and drama

Production, Distribution, and Consumption- People have wants that often exceed the limited resources available to them. o Prioritizing economic wants vs. needs.o Explore economic decision-making as students compare their own economic experiences with those of otherso Consider the wider consequences of economic decisions on groups, communities, the nation, and beyond. o Learn how science and technologies influence beliefs, knowledge, and daily liveso Study how basic technologies such as telephones, ships, automobiles, and airplanes have evolved o Explore how we have employed technology such as air conditioning, dams, and irrigation to modify our physical environment and contribute to changes in global health

and economics. Global Connections - Global connections have intensified and accelerated the changes faced at the local, national, and international levels.

o Become aware of how things that happen in one part of the world impact other parts of the world. o Examine and explore various types of global connections as well as basic issues and concerns.

* Themes adapted from: National Curriculum Standards for Social Studies Civics in a Snap Lessons: Developed in collaboration with The Florida Joint Center for Citizenship, provide teachers with a stand-alone lesson plan, designed to be

implemented in approximately 15 minutes, in order to provide instruction that infuses Civic knowledge and dispositions encouraging both literacy and Civic benchmarks/standards mastery. Please note: when the following icon appears in the pacing guide, simply click on the icon, which is located next to the benchmark pertaining to Civics, and you will be directed to a separate webpage where Civics in a Snap lessons are located.


For additional Civics lessons: please see: The Department of Social Sciences’ website: http://socialsciences.dadeschools.net and/or The Florida Joint Center for Citizenship’s website: http://floridacitizen.org/.

http://floridacitizen.org/

http://socialsciences.dadeschools.net/




History/Social Science Labs

History/Social Science Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to Conduct History/Social Science Labs

1. Identify the NGSSS-SS Benchmark(s) to be addressed.

2. Develop an essential question or use an essential question already found in the pacing guide.

3. Build background knowledge with students about the topic.

4. FACILITATE students conduct on document/source analysis.

5. Have students report back about their analysis of the source(s).

6. Take the lab to an end and have students Independently answer, in writing, the essential question

*History/Social Science labs, complete with sources, have been embedded in to this pacing guide. See next page for History/Social Science template.

The History/Social Science lab icon (on your left) has been included next to benchmarks that have labs already



Primary History Labs Template: Grades K and 1

Name: _______________________________________________________________ Date: ________________

Source: _________________________________________________________________________________________

Essential Question: ____________________________________________________________________________

First, look at the primary source. Next, draw pictures or write about what you see, think and wonder.

What do I see?

What do I think?

What do I wonder?




STRAND(S) and STANDARD(S): Geography (Standard 1: The World in Spatial Terms; Standard 2: Places and Regions, Standard 3: Physical System.American History (Standard 1: Historical Inquiry and Analysis)

First Nine WeeksNGSSS-SS Benchmarks Essential Content Instructional Tools

Florida Standards Focus:LAFSK.RI.2.5: Identify the front cover, back cover, and title page of book.

Content Benchmarks:SS.K.G.2.1 Locate and describe places in the school and community.

Skill Benchmarks:SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words.

SS.K.A.1.2: Develop an awareness of a primary source.

Florida Standards:LAFS.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text.

LAFS.K.RI.3.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Course Themes Addressed:People, Places, and Environments Learn where people and places are located and

why they are there. Draw upon immediate personal experiences in

students’ neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills.

Time, Continuity, and Change Learn to locate themselves in time and space.

Topic Content Explore/Understand textbooks History-Locating oneself in time and space Starting schoolo Rooms at schoolo Objects at school

Geography- Location of people, places, and things

o Describe important locations

Florida Standards Focus Activities: Introduce core text: Florida Social Studies: Living, Learning and Working

Together, using pp IV-V. Read and discuss “Parts of My Book.”. Have students explore the textbook and answer questions on pages IV-V.

Core Text: Florida Social Studies: Living, Learning and Working Together- McGraw- Hill:Explore! Parts of My Book (pp. iv-v)Unit 1: Hello Changes! Lesson 1 Starting School (pp.3-5)

Vocabulary:back cover, front cover, illustration, title page

Primary Source Library: Source 1: Photograph of a Classroom from Long Ago Source 2: Photograph of a Classroom Today Integrate: Look closely at the two classrooms. Talk together as a class and

discuss how they are alike and different. Writing Part 1 and 2: Have students talk with a partner about what they think is

the most important thing that should be in a classroom. Have students draw and share their work.

Leveled-Reader: Helen Keller: Reading Skill- Using Illustrations. What details do the pictures of this book show?

Writing Activities Menu:Using the leveled reader biography, Helen Keller, have students make up a word in their own sign language using their hand. Then have them draw their hand forming the word as a poster. Tell what word it is.


Topic 1: Starting School

PACING Dates

Traditional 10 Days 8-21-17 to 9-1-17

ESSENTIAL QUESTION for Topic 1:

http://www.cpalms.org/Public/PreviewStandard/Preview/2878


http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=51082




LAFS.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Mandate(s):Character Education-Citizenship, Cooperation, Fairness

Women’s Contributions to the United States (Leveled Reader: Helen Keller)

History Lab:

Getting Started with Primary Sources

.

Have students make their own book about Helen Keller. Include three details about Helen Keller’s life.

Technology: Internet ResourcesEdHelper- Objects in a Classroom:https://www.edhelper.com/English_themes_ClassroomObjects.htm

Kindergarten Activity for the First Week of School:http://www.kindergartenworks.com/kindergarten-teaching-ideas/back-to-school/first-week-of-kindergarten-lesson-plans/

Suggested Activities Menu:Share the video Preparing for a New School (May be found in core textbook Teacher’s Edition- “Additional Resources.”) Other Resources for this lesson are also available at this site: https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&libraryId=9L25HQM8NKEMTRBSFOEY1P4TV8

Share the History Lab PowerPoint Presentation: Getting Started with Primary Sources:

Discuss how the school in the video is similar to and different from your school. Ask children how they find out where things are at school.

Show pictures of your school and encourage children to name the room pictured or the room that contains the specific item.

Take children on a walk through the school. Have them locate the lunch room, bathroom, etc., by name.

Go on a scavenger hunt to see if students can find locations/objects within the school.

Have students create a map from their classroom to another location in the


https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&libraryId=9L25HQM8NKEMTRBSFOEY1P4TV8



http://www.kindergartenworks.com/kindergarten-teaching-ideas/back-to-school/first-week-of-kindergarten-lesson-plans/

http://www.kindergartenworks.com/kindergarten-teaching-ideas/back-to-school/first-week-of-kindergarten-lesson-plans/

https://www.edhelper.com/English_themes_ClassroomObjects.htm




school; Example: cafeteria; office; media center. Have students share their maps and describe the different locations and the route taken.

Have students draw pictures of items found in specific rooms in the school. Have each child show their drawing to the class. Allow the class to guess which room contains the item.

Have students develop a classroom map and/or a playground map with the teacher and develop a legend that could be used with the map. (Revise as needed).

Assessment: Use the assessment items and suggestions associated with this grade level

that are included in the publisher provided resources. Develop rubrics and share with students for each of the above-mentioned

projects to increase opportunities for mastery of content and historical thinking skills. Each project or assignment should be assessed for content accuracy and skill development in terms of writing and reading comprehension.

ELL:Use visual depictions of historical events in order to increase ELL students’ mastery of related content.

Related Programs:See the Department of Social Sciences Website: http://socialsciences.dadeschools.net

State and District Instructional Requirements:Teachers should be aware that State and District policy requires that all teachers K-12 provide instruction to students in the following content areas: African-American History, Character Education, Hispanic Contributions to the United States, Holocaust Education, and Women’s Contributions to the U.S. Detailed lesson plans can be downloaded from the Department of Social Sciences website, http://socialsciences.dadeschools.net/, under the headings “Character Education” and “Multicultural Support Documents.” Please note that instruction regarding the aforementioned requirements should take place throughout the entire scope of a given social studies course, not only during the particular month or day when a particular cultural group is celebrated or recognized.







SPED:Go the Department of Social Sciences website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particular grade level.





STRAND(S) and STANDARD(S): American History (Standard 1: Historical Inquiry and Analysis.) (Standard 2: Historical Knowledge.) (Standard 3: Chronological Thinking.)-


Florida Standards Focus:LAFS.K.RI.1.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Content Benchmarks:SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school.

SS.K.A.3.2 Explain that calendars represent days of the week and months of the year.

SS.K.A.2.2 Recognize the importance of celebrations of national holidays as a way of remembering and honoring people, events, and our nation’s ethnic heritage.

Skill Benchmarks:SS.K.A.1.2: Develop an awareness of a primary source.

Florida Standards:LAFS.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text.

LAFS.K.W.3.8 With guidance and support from adults, recall information from

Course Themes Addressed:Time, Continuity, and Change Gain experience with sequencing to establish

a sense of order and time Learn to locate themselves in time and space

Topic Content Understanding and interpreting calendars

o Days of the weeko Months of the yearo Dateso Recording events

Time conceptso Todayo Yesterdayo Tomorrow

Sequence words

Florida Standards Focus Activity:Working as a class, have students create a class calendar for the month. List student birthdays, holidays, and important events on the calendar. As the class calendar changes to a new month, discuss the upcoming month with students. Include weather changes, events and holidays for the new month.

Correlation to Core Text: : Florida Social Studies: Living, Learning and Working Together- McGraw- Hill:Unit 1: Hello Changes! Lesson 2 The Calendar (pp.6-9)

Vocabulary:calendar, month, week

Primary Source Library: Source 1: Man with a Photograph of Himself as a Child Source 2: Growth Chart Integrate: Look closely at how the two sources show growth and change.

Talk together as a class. Writing Part 1 and 2: Review the sources and think about other ways to show

growth and change. Talk with a partner about ideas for how to show that people have grown and changed. Draw and share your work.

Leveled-Reader: The Four Seasons: Reading Skill- Using Illustrations. What details do the pictures of this book show? Name two details about seasons shown by a picture in the book.

Writing Activities Menu:Using the leveled reader biography, The Four Seasons, have students choose their favorite season. Then have students draw something they like to do during


Topic 2: The Calendar

PACING Dates


ESSENTIAL QUESTIONS for Topic 2:

How do people change over time?













experiences or gather information from provided sources to answer a question.

Ongoing:LAFS.K.RI.3.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).


Mandate(s):Character Education

that season. They should label the picture with the season.Have students make their own book about seasons. Create one page for each season.

Technology: Internet ResourcesCalendarFlorida CPALMS lesson plan: http://www.cpalms.org/Public/PreviewResourceUpload/Preview/10646

A to Z Teacher Stuff http://www.atozteacherstuff.com/ allows you to access teacher resources: online lesson plans, thematic units, theme resources, teacher tips, articles, educational resources, and more.

Suggested Activities Menu:Have students look at a calendar and learn the days of the week and months of the year.

Review the class calendar with students on a daily basis. Point out the year, month, date and day of the week.

Have students measure calendar time by using days, weeks, and months.

Have students label a calendar with the month and the days.

Review the days of the week and months of the year on a regular basis.

Have students create a “Poster of the Month” with illustrations highlighting an event(s) that occur during the month.

Share the video Birthday Traditions (May be found in core textbook Teacher’s Edition- “Additional Resources.”) Other Resources for this lesson are also available at this site:https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&libraryId=O16M74Z3FPL3CCKXFJMCFC3RMO





https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&libraryId=O16M74Z3FPL3CCKXFJMCFC3RMO



http://www.atozteacherstuff.com/

http://www.cpalms.org/Public/PreviewResourceUpload/Preview/10646








STRAND(S) and STANDARD(S): American History (Standard 3: Chronological Thinking.)First Nine Weeks

NGSSS-SS Benchmarks Essential Content Instructional ToolsFlorida Standards Focus:LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Content Benchmarks:SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school.

SS.K.A.1.1 Develop an understanding of how to use and create a timeline.

SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words.

Skill Benchmarks:SS.K.A.1.2 Develop an awareness of a primary source.

Florida Standards:LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Course Themes Addressed:Time, Continuity, and Change Gain experience with sequencing to establish

a sense of order and time Learn to locate themselves in time and space

Topic ContentHistory Sequential order of occurrences

o Before and aftero First, next, last

Creating a timeline Using positional words

o Front and behindo Left and righto Above and below

Morning, afternoon, evening Changes throughout the day

Florida Standards Focus Activity:After reading and discussing the appropriate sections of the Core Text (listed below), have students create an illustrated timeline of their school day including Reading, Math, lunch, and dismissal time. Then have students describe the events using the terms “first, second, next, last.”

Core Text: Florida Social Studies: Living, Learning and Working Together- McGraw- Hill:Unit 1: Hello Changes! Lesson 3- First, Next, Last (pages 10-11)Unit 1: Hello Changes! Lesson 4 -Position Words (pages 12-13)Unit 1: Hello Changes! Lesson 5 -Morning, Afternoon, Evening (pages 14-15)

Vocabulary:above, after, before, behind, below, change, classroom, first, front, last, left, next, right, time line

Primary Source Library:Lesson 3 Core Text ( pages 10-11) Source 1: Photograph of a Puzzle Source 2: Photograph of Apples by Tree Integrate: Look back at the two pictures. Talk together as a class. Writing Part 1 and 2: Review the pictures. Talk about the order in which things

happen. Talk with a partner about how you can show the results of your actions. Draw and share your work.

Lesson 4 Core Text (pages 12-13) Source 1: Washington, D.C. Source 2: Photograph of Fireworks Integrate: Review the two sources. Talk together as a class. Writing Part 1 and 2: Review what you know about positional words. Think

about how we use these words to describe where something is located. Draw a picture of a favorite place. Help your partner find objects in your picture by


Topic 3: Sequential Order of Events and Time Lines

PACING Dates


ESSENTIAL QUESTIONS for Topic 3:

How can you show events on a timeline?
















HE.K.C.2.4 Explain the importance of rules to maintain health.

LAFS.K.RI.1.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

LAFS.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

Ongoing:LAFS.K.RI.1.1 With prompting and support, ask and answer questions about key details in a text.


Mandate(s):Character Education- Cooperation, Fairness

using positional words.Lesson 5 Core Text (pages 14-15) Source 1: Photograph of Daytime Miami Source 2: Photograph of Miami at Night Integrate: Look closely at the two photographs. Talk together as a class and

discuss how they are alike and different. Writing Part 1 and 2: Review the photographs and think about how a place

changes from day to night. Talk with a partner about how you think our school changes from day to night. Draw and share your work.

Technology: Internet ResourcesEducation.com http://www.education.com/activity/article/metimeline_kindergarten/ Activity- “Make a ME Timeline”

Social Studies for Kids http://www.socialstudiesforkids.com/subjects/timelines.htmAccess timeline links

Suggested Activities Menu:Have students create a picture timeline of their lives. Timelines should include important life events, such as: birth; first step; arrival of a sibling; arrival of a pet; holidays, etc.

Have students discuss events that occur after school. As a class, create a list of activities. Next, have students arrange the events in sequential order. Then have students draw a timeline to order events from dismissal to bedtime.

Use time chronological vocabulary as students prepare to do daily school activities such as going to lunch, for example: first, we put away our work; next we get out our lunches; then we… etc.

Share the video First Day of School. (May be found in core textbook Teacher’s Edition- “Additional Resources.”) Other Resources for this lesson are also available at this site: https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO

Share the video Bedtime Routines . (May be found in core textbook Teacher’s Edition- “Additional Resources.”) Other Resources for this lesson are also available at this site: https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO

Writing Activities Menu:


https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO




http://www.socialstudiesforkids.com/subjects/timelines.htm

http://www.education.com/activity/article/metimeline_kindergarten/













Have students choose a special event from the time line of their life and draw a picture and tell why it is important to them.

Have students create a daily timeline of their morning activities beginning with “wake up,” and ending with “arriving at school.” Label the activities as “first, second, next, last.”














STRAND(S) and STANDARD(S): Geography (Standard 3: Physical System) American History (Standard 1: Historical Inquiry Analysis)


Florida Standards Focus:LAFS.K.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Content Benchmarks:SS.K.A.2.1 Compare children and families of today with those in the past.

SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school.

Skill Benchmarks:SS.K.A.1.2 Develop an awareness of a primary source.

Florida Standards:LAFS.K.RI.3.8 With prompting and support, identify the reasons an author gives to support points in a text.

LAFS.K.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Ongoing:LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and

Course Themes Addressed: Time, Continuity, and Change

Gain experience with sequencing to establish a sense of order and time

Learn to locate themselves in time and space

Use stories about the past to help children develop their understanding of ethical and moral issues as they learn about important events and developments

Lay the foundation for the further development of historical knowledge, skills, and values in the middle grades

Culture Understand that cultures are dynamic and

change over time.

Topic ContentHistory

Understanding time Differences and similarities of families of

the past and the present. Past, present, and future Primary sources Children and families of the past Comparing children today with those of

the past

Florida Standards Focus Activity:Have students analyze a picture of a family from the past. Then discuss families today and compare to families of the past. Have students use Venn diagram to compare to a family from the past to a family from the present.

Correlation to Core Text: Florida Social Studies: Living, Learning and Working Together- McGraw- Hill:Unit 1: Hello, Changes! Lesson 6- Past and Present (pages 16-19)Unit 1: Hello, Changes! Unit Wrap UP (page 20)

Vocabulary:artifact, future, primary source

Primary Source Library:Lesson 6 Core Text ( pages 16-19) Source 1: Photograph of Toy Car 1 Source 2: Photograph of Toy Car 2 Integrate: Review the two toy cars. Talk together as a class. Writing Part 1 and 2: Review the toy cars. Talk about how toys change over

time. Draw and write about a toy and how it changes. Show the toy in the past, present, and future.

Unit Wrap UpUnit 1 Wrap Up resources page which includes: Making Connections Game; Big Idea Project; Inquiry Investigation; and Evaluation may be found at: https://connected.mcgraw-hill.com/c2j/syllabus.syllabusLesson.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&lessonId=KDZHGNEJ666EH5XYQ8C4D9GCFY

Technology: Internet ResourcesDigital Wish Elementary Lessons for Primary and Secondary Sourceshttp://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=4355


Topic 4: How Families Change Over Time

PACING Dates


http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=4355

https://connected.mcgraw-hill.com/c2j/syllabus.syllabusLesson.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&lessonId=KDZHGNEJ666EH5XYQ8C4D9GCFY














adults in small and larger groups.

LAFS.K.SL.1.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Mandate(s):Character Education

Library of Congress Kids and Families Page http://www.loc.gov/families/index.html

Suggested Activities Menu:As a class, create a KWL chart about families of the past.

After reading the sections from the core text listed above with prompting and assistance, use higher level questioning strategies to engage students in determining the main ideas and key details of the text.

Have students analyze a form of transportation of the past, such as an early automobile, railroad or steamship, and then one from the present. Then have students identify the similarities and differences.

Have students analyze a picture of children from the past (school, work and play) and have them compare similarities and contrast differences to their own lives.

Additional resources for this lesson are available at the ConnectEd McGraw Hill site: https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&libraryId=X22QZ595B53L5WNZSNFG72Y32Q

Writing Activities Menu:Invite a grandparent or older community member to the classroom to talk about family life in the past. Allow time for student questions and answers. As a class, develop a thank you note to the speaker highlighting the most interesting things they found out about family life in the past.








https://connected.mcgraw-hill.com/c2j/resourceLibrary.do?bookId=1V1PL7K5ZS81SOCXXMHM9TNRMO&libraryId=X22QZ595B53L5WNZSNFG72Y32Q



http://www.loc.gov/families/index.html





SPED:Go the Department of Social Sciences website, http://socialsciences.dadeschools.net/, and look under “Curricular Documents,” Next Generation Sunshine State Standards” in order to download the PDF of Access Points for Students with Cognitive Disabilities related to this particulargrade level.






DISCOVERY EDUCATION RESOURCESSTANDARD:SS.K.G.2.1

Locate and describe places in the school and community.

Video

At Work: Sound the Alarm: FirefightersLet's Explore: In the CitySchools, Neighborhoods, and LandmarksSchool DazeThe Many Places in Your CommunityWhere We Live, Work, and Play: BusinessesCommunities Can Be in Different PlacesWhat Are Public Places?Where We Live, Work, and Play: Public PlacesWhat is a Community?Community ServicesSchool Video

STANDARD:SS.K.A.1.2

Develop an awareness of a primary source.

Video

Learning Multiple Perspectives From Non-Fiction Texts and Primary Sources: Journals, Photographs and ArtifactsDefining a Primary Source: Authentic Accounts and ArtifactsHistorical Research: Exploring Multiple Perspectives and Primary Sources: Point of ViewAnalyzing and Summarizing Primary Sources: Identifying Main Words and PartsArtifacts and Primary Sources: Documents, Sounds, and ImagesAnalyze and Interpret Information: What Do Primary Sources Tell about You?Rhonda Coleman: Primary SourcesArtifacts and Primary Sources: Sort and Classify


STANDARD:

SS.K.A.2.2

Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage.

Video

Holiday Facts and Fun: Memorial Day

Holiday Facts and Fun: Constitution Day

Observing the Holiday

Holiday Facts and Fun: Martin Luther King Day

The Constitution and Constitution Day: A Beginner's Guide

Daily Deskercise: Memorial Day: Workout 01

Daily Deskercise: Labor Day: Workout 03

The Thanksgiving Holiday

Columbus Day

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STANDARD:SS.K.A.3.1

Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school.

Video Traveling and OrderReview

Activity Our Class Timeline

STANDARD:SS.K.A.1.1

Develop an understanding of how to use and create a timeline.

Video Planning the Party: Timelines and ChartsInventions and Communities

Skill Builder Timeline: Abraham Lincoln

STANDARD:SS.K.G.1.1

Describe the relative location of people, places, and things by using prepositional words.


STANDARD:

SS.K.A.3.2

Explain that calendars represent days of the week and months of the year.

Video

Calendar: Understand Days of the Week and Months of the Year

Learning to Use a Calendar

Reading a Calendar

Learning to Read the Calendar

Calendar Quiz

Calendar

Calendar, Days of the Week, and Months

Review Calendar and Birthdays

Example 1: Days, Months, and Years

Review

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Video

Relative LocationBeginning Maps: Models and PlacesUnderstanding and Making Maps: An IntroductionIntroduction to What's in a ShadowMapping the Stadium


STANDARD:

SS.K.A.2.1

Compare children and families of today with those in the past.

Video

A Song About Families

Student Activity: Handout Comparing Families of Long Ago to Families of Today

Five Creatures

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