Student Prepared Integrated Unit

The Differences Between Ourselves

and the World Around Us

Table of Contents

Rationale…………………………………………………………………………………

……………..3

Concept

Map……………………………………………………………………..…………………

…4

Content

Outline……………………………………………………………………….……………..

Language Arts

Lesson……………………………………………………………….………..…6
Mathematics

Lesson………………………………………………………………………………9

Science

Lesson………………………………………………………………………………………

12

Appendix……………………………………………………………………………………

.………..15

Glossary……………………………………………………………………………………

…………..17

Resources…………………………………………………………………………………

…………..18

Rationale

This integrated social studies unit includes a language arts,

mathematics, and science lesson designed for a kindergarten
class. This unit is centered on the social studied topic of “Us vs.
the World”. Students will explore these three subjects while
keeping in mind the social studies standard. The social studies
standard aims to connect students to the world around them.
This unit will not only allow students obtain knowledge of the
language arts, mathematics, and science standards covered in
each lesson, but also allows students to grow in their
understanding of others in the world around them.

Unit on The Differences Between Ourselves and

the World Around Us; Content Outline
I. Language Arts Lesson
A. This lesson will introduce a book Beatrice’s Goat. This book is
about about Beatrice, a woman in Africa. When Beatrice receives a goat, her
life is turned around and she is finally able to attend school. Students will use
reading comprehension to evaluate and compare themselves to the girl in the
story.
 B. Through this text, the students will be able to compare themselves
to Beatrice and discuss how their lives would be different if they too lived in
Africa.
i. Students will use the 6E model of inquire as they connect this
story to their every day lives.
II. Mathematics Lesson
A. This lesson will encourage the students to comprehend that the world is very
large but is made up of smaller sections.
i. Reminding students of the book “Beatrice’s Goat”, the students will
begin to understand that the world is bigger than themselves and that they may
share many things with people all around the world.
ii. This lesson was created using the backwards design method.
III. Science Lesson
A. This lesson will allow students to sort and classify objects based on their
weight.
i. The students will preform and experiment that allows them to be hands
on and work cooperatively with their class while weighing various
objects and filling out a worksheet.
ii. Students will be encouraged to talk openly with peers and ask questions
throughout the lesson.

Language Arts Lesson

Roz Pridemore EDU 300

Dual and Spring 2017

Topic and Social Studies Standard: Ohio Social Studies Standard; Kindergarten Theme: Us vs. Earth.
Topic: Spacial Thinking and Skills. Strand: Geography. Content Statement: #6 Models and maps
represent places.

1. Objective: The student will be able to form connections between two individuals from various parts
of the world based on text.

2. Ohio Reading State Standard (s): RI.K.3 With prompting and support, describe the connection
between two individuals, events, ideas or pieces of information in a text.

3. Motivation: Students should have a basic understanding that the people of the world can have very
different ways of life than the ones that they experience.

4. Instructional materials:

• Beatrice's Goat by Page McBrier.

• The website of images of classrooms around the world E-LEARNING

• Crayons

• Paper

5. Procedures:

• The teacher will begin the lesson by reading the book Beatrice’s Goat by Page McBrier to the
class. ENGAGEMENT

• To ensure the students grasp the book, the teacher should give prompting question during and after
the reading. (Does Beatrice have to earn money to buy her school supplies? What color is
Beatrice’s goat? Do you have to buy school supplies for school? What does Beatrice buy?)

• Make sure to encourage students to think about the book that was read, Beatrice’s Goat, and have
them figure out where she lived on a map. Ask questions about what the students think
Beatrice’s life is like.

• The teacher will initiate group discussion among the class on how they are similar and different to
Beatrice. EXPLORATION

• The students will work individually to draw pictures of what they would buy and bring to school
and what Beatrice buys and takes to school.
• The teacher will then have the students present their work to the class. During this time the student
should explain why he/she drew what he/she drew and how it is similar or different than from
life he/she lives now. EXPLANATION and ELABORATION

6. Classroom Discussion: During the multiple classroom discussion, the class will be able to ask
questions, make comments, and have multiple opportunities to voice any thoughts that they may
have.

7. Academic vocabulary: To begin the lesson, the teacher will read the book Beatrice’s Goat to the
class. After this book is read, the teacher will begin talking to the students on various vocabulary
from the book. These words can include but are not limited to:

• Goods

• Services

• Producer

• Consumer

• Similar

• Different

• Culture

8. Assessment and Evaluation: The assessment will be done by the teacher throughout the lesson. The
students will be observed in their participation in group discussion, as well as their presentation to
the class on what they draw. EVALUATION

Value Added:

1. Resources.

a. Peters, J.M. & Stout, D. L. (2011). Science in elementary education: Methods,

concepts, and inquiries (11th ed.). Boston: Pearson. This lesson was based on the
6E model found in this book.
b. McBrier, P., & Lohstoeter, L. (2004). Beatrice's goat. New York: Aladdin
Paperbacks.

c. Rees-Bloor, N. (2015, October 02). Schools around the world – in pictures. Retrieved
April 26, 2017, from
https://www.theguardian.com/world/gallery/2015/oct/02/schools-around-the-world-
un-world-teachers-day-in-pictures The students will also use the online website of
Schools Around the World to look at and observe the different types of schools

2. Universal Design for Learning (UDL)

a. Students who are gifted can have questions posed by the teacher that involves a deeper
level of thinking of themselves compared to Beatrice.

b. The students who are English Language Learning will have the ability to ask questions
of the meaning of words throughout the book. For the vocabulary words that the
students are learning, the teacher will have concrete examples (pictures or objects).

c. The students who have autism will have physical globes to make the connections
between countries more concrete and understandable. These pictures are going to give
the students an opportunity to view the different shapes and structures of each country.

Math Lesson
Roz Pridemore EDU 300

Dual Major Spring 2017

Topic and Social Studies Standard: Ohio Social Studies Standard; Kindergarten Theme: Us vs. Earth.
Topic: Spacial Thinking and Skills. Strand: Geography. Content Statement: #6 Models and maps
represent places.

1. Objective: The student will be able to classify various groups of people into self, family, town, state,
country, and world. Desired Results

2. Ohio Math State Standard(s): K.MD.2 Directly compare two objects with a measurable attribute in
common, to see which object has “more of”/“less of” the attribute, and describe the difference.
For example, directly compare the heights of two children and describe one child as taller/shorter.

3. Motivation: The students need to have a basic understanding that the world is bigger than
themselves.

4. Instructional materials:

• Beatrice's Goat by Page McBrier.

• Paper

• Crayons or markers

• Maps of your state, country, and world

5. Procedures: Learning Plan

• Start the classroom discussion on how each student is an individual person.

• Take the conversation and begin talking about their families and how their families live in
towns, often asking them questions such as, “What would happen if you didn’t have a little
brother/sister?” or “What would you do if you lived in a tiny house?”

• After making the students think on how their lives would be different in certain situations,
continue the discussion by telling the students all about the state they live in, continuing
with the country, and then, lastly, the world.
• Go over self, town, state, country, and world and help students figure out what has more in
terms of people. The teacher should stress that the town has the least amount of people
while the country and world have more.

• Have students either play, individually or as a class, on the website

https://www.ixl.com/math/kindergarten/fewer-more-and-same to work on more, less, and
equal to examples.

• Remind the students that Beatrice lives in Africa. Review with the students where Africa is on
a map.

• Ask the students what would their own life would be like if they lived in Africa with Beatrice.

• Have them sit in small groups and draw images based on their reflections.

• Complete the “What has more People” worksheet.

6. Classroom Discussion: During the multiple classroom discussion, the class will be able to ask
questions, make comments, and have multiple opportunities to voice any thoughts that they may
have.

7. Academic vocabulary:

• Town

• State

• Country

• World

• Globe/Global

8. Assessment and Evaluation: The assessment of this lesson will be done by the teacher in the form of
observation during classroom discussion. The teacher should take note of student participation as
well the his/her completed worksheet. Acceptable Evidence

9. Value Added:

1. Resources

a. McBrier, P., (2001). Beatrice’s goat. New York: Atheneum Books for Young Readers
b. Using the following website will allow children to use their new knowledge on more and
less than comparisons. Practicing Kindergarten math: 'Fewer, more, and same' (n.d.).
Retrieved April 25,2017, from https://www.ixl.com/math/kindergarten/fewer-more-
and-same

2. Universal Design for Learning –

a. For students with autism, there will be noise canceling headphones provided to help the
student be involved, and remained focus, during loud group work.

b. For students with autism, there will be other students to help them on the computer and
use the mouse.

c. For the students who use English as a Second Language, the students will be encouraged
to work together and discuss ideas/thoughts that they have. This will promote these
students to be open to new vocabulary.

SCIENCE LESSON
Roz Pridemore EDU 300

Dual Spring 2017

Topic and Social Studies Standard: Ohio Social Studies Standard; Kindergarten Theme: Us vs. Earth.
Topic: Spacial Thinking and Skills. Strand: Geography. Content Statement: #6 Models and maps
represent places.

1. Objective: The student will be able to compare and sort materials based on weight.

2. Ohio Science State Standard (s): K.Oh.Physical Science. Objects and materials can be sorted and
described by their properties.

3. Motivation: Students will have the opportunity to engage in hands on activities to promote interest.

4. Instructional materials:

• Beatrice’s Goat by Page McBrier

• Wooden blocks

• Metal blocks

• Rubber balls

• Plastic blocks

• Feathers

• A weight and mass scale

• Pencil

• Teacher prepared worksheet on weight

5. Procedures:

• The class will start with a discussion with the students on how they know if something weighs
more or less than another objects.
• The class will then have a brief classroom discussion on classifying objects into heavier or lighter
than groups.

• Have the classroom talk about the book Beatrice’s goat. What objects in the book are very heavy?
Is Beatrice heavier than the goat? What would happen if the goat only produced a small amount
of milk? Does the weight of goat’s milk equal the weight of the school supplies? Encourage the
classroom to think critically of how they could change objects in the book, based on weight, to
help Beatrice make more money.

• The teacher will separate the classroom into randomized small groups and assign them to a table
with all of the materials.

• The students will work collaboratively to sort through the materials on the table while working
through the worksheet.

• The teacher will collect worksheets and then allow students to work throughout the day on the
computer on the website
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&resourceID=653
which allows them to play with a virtual scale and compare objects based on weight.

6. Classroom Discussion: During the classroom discussion, the class will be able to to ask questions,
make comments and have multiple opportunities to voice any thoughts that they may have.
During the group work, the students will be able to talk to peers and also answer any question
he/she may have.

7. Academic vocabulary:

• Weight

• Less

• More

• Mass

• Heavy

• Light
8. Assessment and Evaluation: The assessment will be done by the teacher throughout the lesson. The
students will be observed in their participation in group discussion, as well as their work sheet on
weight.

Value Added:

1. Resources

a. Weight and Mass Gizmo : Lesson Info : ExploreLearning. (n.d.). Retrieved May 01,
2017, from
https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&resource
ID=653. This lesson will use a web site to further engage students in the learning
process.

b. McBrier, P., & Lohstoeter, L. (2004). Beatrice's goat. New York: Aladdin
Paperbacks.

2. Universal Design for Learning

a. For the students who are English Language Learners (ELLs), the teacher will very clearly
explain to the students the new terms and demonstrate how to fill out the worksheet.

b. For the English Language Learners, the physical blocks will have the type of material
that they are made of printed in a large font on the side to help the student match
them on his/her worksheet.

c. The students who have autism, they will have the opportunity to move around and be
active during the small group activities.

Glossary

Consumer(n): A person who buys goods and services

Country(n): an area of land that is controlled by its own government
Culture(n): the beliefs, customs, arts, etc., of a particular society, group, place, or time
Different(adj): not of the same kind : partly or totally unlike
Global(adj): involving the entire world
Globe(n): the earth
Goods(n): products that people buy for personal use or for use at home
Producer(n): someone or something that grows or makes particular goods or products
Services(n): something that is done to help people rather than to make a profit
Similar(adj): almost the same as someone or something else
State(n): region of a country that is controlled by the country's central government but that has
the authority to make its own laws about certain things
Town(n): a place where people live that is larger than a village but smaller than a city
World(n): the earth and all the people and things on it

Resources
McBrier, P., & Lohstoeter, L. (2004). Beatrice's goat. New York: Aladdin Paperbacks.
Peters, J.M. & Stout, D. L. (2011). Science in elementary education: Methods, concepts, and
inquiries (11th ed.). Boston: Pearson.
Practicing Kindergarten math: 'Fewer, more, and same' (n.d.). Retrieved April 25,2017, from
https:// www.ixl.com/math/kindergarten/fewer-more-and-same
Rees-Bloor, N. (2015, October 02). Schools around the world – in pictures. Retrieved April 26,
2017, f rom https://www.theguardian.com/world/gallery/2015/oct/02/schools-
around-the-world-un-world-teachers-day-in-pictures
Weight and Mass Gizmo : Lesson Info : ExploreLearning. (n.d.). Retrieved May 01, 2017, from
https://www.explorelearning.com/index.cfm?
method=cResource.dspDetail&resourceID=653