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Families in Other Places

First Grade Social Studies Unit 2

(30-40 minute lessons per day)
Themes: Culture, Global Connections, and People, Places and Environment
Essential Questions:
How are families alike and different?
How does geography affect the way families live in other places?
Standards (GLEs):
o 3.1.1: Understands and uses maps and globes to identify major bodies of
water and continental land masses.
o 3.2.1: Understands that the way families live is shaped by the

Social Studies Skills

o 5.2.1: Understands how questions are used to find out information.
o 5.3.1: Engages in discussions to learn about how families live around the
o 5.2.2: Uses texts and visuals to identify the main ideas or key details to
study family life.
o 5.4.1: Describes how different people live using a graphic organizer.

Learning Targets:
I will be able to explain why a globe is a sphere. (Day 1)
I will be able to label, as modeled by my teacher, the seven continents, the
main bodies of water, and the countries we discuss about families. (Day 2)
I will participate in group discussions about how the environment a family lives
in, shapes how they live. (Day 3)
I will complete a graphic organizer by recording information about my country.
(Day 4)
I will be able to compare and contrast families shelter, food, clothing,
recreation, and transportation from around the world, using a graphic organizer.
(Day 5 and 6)
Outline of Unit Days including Strategies for accomplishing these
Learning Targets
Students will have discussions, use graphic organizers, use pictures and watch
videos to help gain an understanding of the differences and similarities of families
from around the world.

Day 1

Because it is important for students to understand and be able to use a map and
globe to find places, this unit will begin by introducing the globe and its concept to
the students. This will be a good way to get into the next families unit because
students will now start looking at families that are from across the globe. As a
class, we will create a KWL chart on maps and globes. We will figure out what
students already know about them, what they want to learn and in the end of the
lesson we will add what they learned.

On this first day, we will

also compare the map that
has been hanging on the
wall to the globe. Students
will learn why the globe is
spherical. Students will
answer this on their exit
slip at the end of the
We will look at the
continents and major bodies of water (oceans).

Questions: What do you know about maps

or the globe? What do you want to learn
about these? What did you learn?
Vocabulary: map
Strategy: KWL Chart on maps/globes
Exit Slip: Explain why the globe is a
Focus Standard: 3.1.1

Day 2
On this day we will take a look at a map more in depth. We will look at the
continents and major bodies of water again. Students will use the large map on the
wall, or a map shown on the overhead, to fill in a basic-blank map.
We will then discuss why the
map is important when
looking at families from
around the world. Lastly,
students will be introduced
to the 5 countries in which
groups will take a look at on
the next days lesson.

Questions: What places have you traveled to? What places do you know of? What
places do you want to learn more about?
Exit Slip: Completed map, as well as the country they are most interested in
learning about.

Strategy: I will use the MapMaker through National Geographic to create a

simplified version of the world if students are in need of a more basic one than the
one hanging on the wall.
Focus Standard: 3.2.1 and 5.2.2

Day 3
We will start today off by defining climate and environment. Students will group up
and receive a picture of a house within a specific climate. We will have a list of
questions that students will answer through discussion with their group. These
questions will be used to help students understand why questions can be used to
find out how families live in other parts of the world.
Based on the pictures, students will than discuss what they think people will wear
in the different places around the world. Students will share with a partner, than
partners can share their ideas with the class. We will then look at pictures of
people from the 5 places and discuss what they are wearing and why.
*Pictures will come from books and reliable internet sites.
Questions: What do you see in the picture? What is happening in the picture?
What is the climate?
Vocabulary: climate, environment
Exit Slip: Write or say the clothing of one of the families, briefly describing how
the climate affects what they are wearing.
Strategy: Each group will quickly jigsaw information about their pictures with the
whole class so all students are able to get an idea of all five climates. Think-PairShare strategy for students to share their ideas on what different people wear
(based on the climate),
Focus Standards: 5.3.1 and 5.2.2

Day 4/5

On day 4, students will receive the climate picture

as well as another picture and a brief description
of the country their family is from. Classroom
discussion will fully explain the different
categories they will be looking for. Based on the
description, each group will create a bubble map
to record information about their country in. They
will record quick facts on the environment,
climate, food, clothing, housing, and fun. Students
will receive a list of key facts they will need to
look for to record on their bubble map.

Strategy: A bubble map to record key

details about the countrys family.
Focus Standards: 3.2.1, 5.3.1, 5.4.1

Day 6
On day 5 students will share their bubble
maps with the class. I will share them with
the class, with help from each group. As this
information is shared, students will fill in
their table of characteristics. See other
Strategy: A table to compare and contrast each countrys family. Table will
show all information gained on each family.
Focus Standards: 3.2.1, 5.3.1, 5.4.1

Day 7
On this day students will use another type of graphic organizer, a Venn diagram, to
compare and contrast two of the
different 5 countries. Students can use
previous graphic organizers, discussion
information and group pictures and
country descriptions that have been
used throughout the beginning of the
unit. Each student will list 2 similarities
and 2 differences (on each side) between
the two families they choose. As
students finish, I will assign them a
partner to explain the information they
wrote on their Venn diagram.
Exit Slip: Students turn in completed Venn diagram of their two
Strategy: Venn diagram as a graphic organizer and peer review sessions.
Focus Standards: 5.3.1, 5.2.2, 5.4.1

Day 8
Todays activities will focus on the different holidays of the countries that we have
been studying. This will also include birthdays. We will use our books as a resource
as well as watch videos.
Focus Standards: 3.2.1, 5.2.2

Day 9
This day will consist of reviewing the KWL chart and adding information to What
have we learned.

Formative Assessments:
Based on student discussions throughout the lessons, I will be able to get a
good idea of my students understanding of the learning targets and if I need
any additional instruction.
Students will give me exit slips each day of the unit that will also allow me to
know how they are understanding the content and big ideas.
Checking their maps and making sure they are accurate.
Summative Assessment: Students will answer the question: What country
would you choose to live in with your family, list five reasons why.
5 Countries: Dependent upon the available resources.
Children Around the World by Donata Montanari (NF)
Children Just Like Me: A Unique Celebration of Children Around the World by
Anabel Kindersley (NF)
A life like mine: How children live around the world by DK unicef (NF)
Children Just Like Me: Celebrations! By Anabel Kindersley and Barnabas
Kindersley (NF)
PBS Learning Media
National Geographic Kids
TIME for Kids
Picture References (In order of appearance)