Kindergarten Social Studies Unit 05 Exemplar Lesson 03 ...

Kindergarten Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 2 days

Kindergarten Social Studies Unit 05 Exemplar Lesson 03: Rules at Home

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students' needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child's teacher. (For your convenience, please find linked the TEA Commissioner's List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis Lesson three reviews rules discussed in Unit One and it expands on the idea that different communities have different rules to help maintain order, provide security and manage conflicts. The lesson allows students time to explore the rules in their family, as well as who is responsible for ensuring the people in the family follow those rules. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at .

K.8 Government. The student understands the purpose of rules. The student is expected to: K.8A Identify purposes for having rules. K.8B Identify rules that provide order, security, and safety in the home and school. K.9 Government. The student understands the role of authority figures. The student is expected to: K.9A Identify authority figures in the home, school, and community. K.9B Explain how authority figures make and enforce rules.

Social Studies Skills TEKS

K.14 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

K.14A Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music.

K.15 Social studies skills. The student communicates in oral and visual forms. The student is expected to: K.15A Express ideas orally based on knowledge and experiences. K.15B Create and interpret visuals, including pictures and maps.

GETTING READY FOR INSTRUCTION

Performance Indicators

Kindergarten Social Studies Unit 05 PI 03

Draw a picture illustrating one family rule and explain how the rule keeps the family safe.

Standard(s): K.8A , K.8B , K.15B ELPS ELPS.c.1C , ELPS.c.3B

Key Understandings Families are similar and different in the rules they follow at home.

-- What are some rules we follow every day? -- Do families have rules that are similar?

Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD

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Kindergarten Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 2 days

-- Why do families have the same rules? -- Do families have rules that are different? -- Why do families have different rules? -- Why are rules important at home? -- Who is responsible for making sure people follow rules at home?

Vocabulary of Instruction

rules safety

security order

consequence

Materials Refer to the Notes for Teacher section for materials.

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Teacher Resource: Scenarios Teacher Resource: Family Bubble Chart

Resources

None identified

Advance Preparation

1. Become familiar with content and procedures for the lesson, especially the idea that rules are necessary in order to maintain order, provide security and manage conflicts within the family.

2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview materials and websites according to district guidelines. 5. Gather books. 6. Copy student handouts and teacher resources needed for lesson. 7. Prepare materials and handouts as needed 8. Gather a variety of pictures that demonstrate children not following rules in the home such as toys scattered everywhere, playing

ball in the house, or writing on the wall with crayons. (May want to "set up " and take pictures of students in the class or your own children) 9. Prepare materials and handouts as needed.

Background Information

Rules ? Rules in various communities help to provide order, safety and security in that community. In each community, there are people who are responsible for creating and enforcing the rules to protect the members of that community.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the "My CSCOPE" Tab within the "My Content" area.

INSTRUCTIONAL PROCEDURES

Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD

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Kindergarten Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 2 days

Instructional Procedures ENGAGE ? Introduce rules at home

Notes for Teacher NOTE: 1 Day = 30 minutes Suggested Day 1 ? 10 minutes

1. Display pictures of children following rules in the home and not following the rules. (Ask students what they notice about these pictures and what the pictures have in common. Lead students, or make suggestions, to encourage thinking about the children in the pictures who are not following the rules at their home. Ask:

What is happening in this picture? Who do you see? What do you notice that is the same about these pictures? In the pictures where students are following the rules, how do you think each person feels? In the pictures where students are not following the rules, what do you think will happen next?

2. If time allows, read one of the suggested picture books.

Materials:

Pictures of children not following the rules at home. Book to read aloud

Purpose: The purpose of this section is to help students focus on the need for rules.

TEKS: K.8AB; K.9AB; K.14A; K.15AB

Instructional Note: Conduct an internet search using the words "children following rules and/or children not following rules" to find images

3. Next, ask the students what they remember learning about rules at school in previous units. As a review, Ask:

Why are rules are important?(establish order, provide security and manage conflict)

EXPLORE ? Scenarios

1. To set purpose for this section, use words such as:

Suggested Day 1 (continued) ? 10 minutes Attachments:

Think about these questions as we further explore rules at home.

What rules do you have at home? Who makes the rules? (parents, other adults who live in the home, perhaps children are given input) Why do you have these rules? (establish order, provide security and manage conflict) Who makes sure the rules are followed? (probably a parent or other adult)

Teacher Resource: Scenarios

Purpose: The purpose of this section is to guide students to conclude that families are similar in that they have rules and there are people in the family who are responsible for enforcing those rules.

TEKS: K.8AB; K.9AB; K.14A; K.15AB

2. Read students a scenario from Teacher Resource: Scenarios and ask students to think about what is happening in the scenario. Allow students time to turn and talk after each scenario about what is happening and what the consequence might be for the child if he/she disobeyed or did not follow the rule.

Instructional Note: Multiple scenarios are included in the Teacher Resource, but additional scenarios may be created.

3. Continue providing scenarios and asking students guiding questions to determine why it is necessary to have rules at home.

4. Following each scenario, Ask:

Who is responsible for implementing that rule and making sure people in the family follow the rule?

5. Allow multiple students to share how that specific rule is enforced in their home or whether that rule does not apply in their family. Ask:

Is the rule one for order, safety, or to manage conflict? (Conflict management is the practice of identifying and handling conflict ? or

Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD

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Kindergarten Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 2 days

disagreements - in a sensible, fair, and efficient manner.)

6. Students will discover that many of the rules families have are similar.

7. Guide students to conclude that families are similar and different in:

who the members of the family are how the people in a family look what they do together

8. Say:

Families are similar in that they have rules to follow and some of the rules are the same, as are the people in the family who are responsible for ensuring those rules are followed. Just as there are rules at school and in the classroom, there are rules at home. There are rules at home so people in the family are safe and to provide order.

EXPLAIN ? Act out rules at home

Suggested Day 1 (continued) ? 10 minutes

1. After students have had the opportunity to discuss several scenarios, place Attachments:

students into small groups (of 4 or fewer) and share one or two rules that they have at their home. Each student will choose one rule that they have at

Teacher Resource: Family Bubble Chart

home and act out how they follow that rule. If time allows, you may also have

students act out a scenario in which they did not follow the rule.

Purpose:

The purpose of this section is to allow students to

2. Return to the Bubble Chart begun in lesson one. After reviewing the

demonstrate their understanding of rules they follow at

previous additions to the chart, add a new bubble titled Rules at Home.

home.

3. After students have had the chance to talk and understanding has been assessed, ask students to share rules that are alike and different in families and add them to the Bubble Chart.

TEKS: K.8AB; K.9AB; K.14A; K.15AB

Instructional Note: Suggestions for a time when they did not follow a rule: Respecting adults, not touching a hot stove, sharing, etc.

ENGAGE ? Rules at home and at school

Suggested Day 2 ? 5 minutes

1. Ask students which rules they have at home that are also important at school or in the classroom and describe how they are the same or different.

Why are rules important? What might happen if we did not have rules at home? Why do you think many families have rules that are similar? Why do you think your parents made the rules? What happens when you don't follow the rules?

2. Facilitate a discussion about the consequences of not following the rules, such as getting grounded or having privileges removed such as watching TV or playing video games.

Purpose: The purpose of this section is to provide an opportunity for students to think about rules and how they can apply to more than one setting or community.

TEKS: K.8AB; K.9AB; K.14A; K.15AB

Instructional Note: Start helping students making connection across communities such as the school and the home. Most lessons taught throughout kindergarten will build on one another with this understanding.

ELABORATE

Suggested Day 2 (continued) ? 5 minutes

1. Ask students to think of an additional scenario in which a rule is being followed or not being followed in the home.

EVALUATE

Suggested Day 2 (continued) ? 20 minutes

Kindergarten Social Studies Unit 05 PI 03

Draw a picture illustrating one family rule and explain how the rule keeps the family safe.

Standard(s): K.8A , K.8B , K.15B ELPS ELPS.c.1C , ELPS.c.3B

1. Draw a picture of a rule being followed at home and identify the rule as one

TEKS: K.8AB; K.9AB; K.14A; K.15AB

Instructional Note: The teacher may choose to call on students randomly throughout the evaluative portion of the lesson to assess understanding of all students in the classroom.

Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD

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Kindergarten Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 2 days

that keeps things safe, fair, or orderly.

Last Updated 04/29/2013 Print Date 06/17/2013 Printed By Karen Johnson, MIDLAND ISD

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Scenarios

Kindergarten Social Studies Unit: 05 Lesson: 03

Scenario #1

Joey asked his mom if he could go out to play with his friends. His mother explained that he

could go play after he cleaned up the toys around the living room and put them away where they

belonged.

What rule is being followed? (maintaining order by cleaning up toys from the floor) Why is it important to follow this rule? (to make sure that toys are not left out where the child or other family members might trip and fall causing someone to get hurt)

Scenario #2

Sandra and Jose's dad needs to go to the store for milk. He asks the kids to get into the car. The children ask their dad if they can stay home by themselves since their dad will only be gone a few minutes. He tells the children they cannot stay home alone and that they must go with him.

What rule is being followed? (providing security by making sure that children stay with an adult and are not left alone) Why is it important to follow this rule? (to make sure that there is always an adult to watch over the children and make sure they are safe)

Scenario #3

Chris and Benjamin come in from playing outside. When their dad tells them that dinner is ready, they immediately go to the restroom to wash their hands.

What rule is being followed? (providing security and a safe environment by making sure that everyone's hands are clean) Why is it important to follow this rule? (to make sure that people do not spread germs and illnesses)

Scenario #4

When Maria and Natalia's mother and father ask them to get ready for bed, the girls follow directions by getting into their pajamas, washing their hands, and brushing their teeth.

What rule is being followed? (establishing order by respecting parents and following directions)

Why is it important to follow this rule? (if children are disobedient and do not follow directions, chaos may occur. Children would be tired and, over a long period of time, might become unhealthy because of lack of sleep.)

?2012, TESCCC

04/23/12

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Family Bubble Chart

Things family members do

together

Kindergarten Social Studies Unit: 05 Lesson: 03

Number of people in the

family

Family

Rules at home

Who are the people in a

family?

?2012, TESCCC

05/14/12

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