Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Christmas Around the World |
Author(s): Tricia Nortz, Jo Anne Kirkby |
| Grade Level: One |
School Address: 836 Sherman St., Watertown NY |
| Subject Area: Social Studies |
School Phone/Fax: 785-3760 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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Locate countries |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Connection to State Learning Standards
Content Area: Social Studies
Level: 1
| Benchmarks: Locate countries on a globe and/or map, color code countries on their own map, understand location of countries in relation to our own. |
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Benchmarks: Students will color a flag from each country appropriately, students will have an understanding of each country's culture and will write facts about each country, fill out passport application, and receive passport. |
| Standard: Social Studies Standard 3 - Geography |
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Standard:Social Studies Standard 5 - Civics, Citizenship and Government |
Unit Theme: Christmas Around the World
| Standard: Language Arts Standard 1 - Language for Information and Understanding |
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Standard: Language Arts Standard 4 - Language for Social Interaction |
| Benchmarks: Students will write facts about each country and generate reports on word processor. Students will learn new vocabulary and concepts related to each country. Students will find a recipe from each country, prepare recipes and compile them into a cookbook, students will discuss a culture and make a craft to share at the festival |
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Benchmarks:Students will take all projects completed throughout the unit and present them at an International Festival for the rest of the school. Students will orally present their reports to their classmates. |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should students be in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Vocabulary
Location of Countries
Flag
Facts about countries
Cultural Appreciation |
Cover vocabulary in each lesson (pages 146 and 147 Harcourt Brace My World) Map
Pictures of each flag on display
Books from library on each country
Lesson 1 in Harcourt Brace My World textbook |
Use Word Web
Color code a map
Blank flag
Lecturing in Style (this is a Thoughtful Education strategy, contact teachers for more information)
Search (KWL) |
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Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Locating countries
Coloring |
Use a graphic representation Think Aloud Point out common areas and pitfalls Jurying (This is a Thoughtful Education strategy, please contact teachers for more information) Jurying |
Make a map or globe
Color flags Color booklet about countries Color crafts Color maps |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Facts about countries |
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After learning about each country, students will compare, contrast, conclude and defend (comparing countries to the United States)
Analyze what would it be like to live in… (essential questions or burning questions) |
| Step 1 |
Step 2 |
Step 3 |
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| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
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[ ] Decision Making |
Products/Performances Foods from each country Crafts from each country Flags from each country Written reports from each country |
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| Criteria for evaluation Explanation of food: What it is, where it is from, ingredients Craft made correctly and able to explain Flag colored accurately and neatly Report needs to be factual and have complete sentences, capitals, correct punctuation, and neatness. Published on a word processor. |
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Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
Are the identified elements of equal importance or will they be weighed differently?
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Elements Scale |
Book |
Flag |
Craft |
Maps |
| Weights |
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| 4 |
2 or more facts per country written neatly illustrate fact and color neatly |
All flags colored neatly and correctly |
All 7 crafts colored neatly and correction |
All 7 countries located and color coded correctly |
| 3 |
N/A - We do not use a 3 when we assess using a rubric |
N/A |
N/A |
N/A |
| 2 |
1 fact written somewhat neatly and illustrated and colored neatly |
3-6 flags colored neatly an correctly |
3-6 crafts completed neatly and correctly |
3-6 maps colored neatly and correctly |
| 1 |
1 or less facts messy writing no illustration |
Less than 3 flags colored neatly and correctly |
Less than 3 crafts completed neatly and correctly |
Less than 3 maps colored neatly and correctly |
NOTE: Rubric or other performance assessment instruments may be used.
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.
Have You Considered These Yet?
Learn to Learn Skills: Cooking, map reading, working with others, keyboarding and computer skills
Assessment Modifications: N/A - we will do this as a "group" project. We modify as we go. There is no "test".
Unit Schedule/Time Plan:
Approximately eight weeks will be needed to successfully complete this unit. We recommend starting the first week in November and spending one week on each country.
Written Overview:
Week 1 - France - Stamp passports, "fly" to each country, locate on a map each country, color flags, read "Babar and Father Christmas" by Jean de Brunoff. Food can be Buche de Noel. Craft - Noel door hanger. Songs: "The First Noel"
Week 2 - Italy - Stamp passports, "fly" to each country, locate on map each country, color flags, read "The Legend of Old Befana" by Tomie DePaola. Food can be annolis. Craft - Old Befana's broom. Songs: "The Little Drummer Boy". Facts include Bobba Natale-Italian version of Santa Claus.
Week 3 - Mexico - Stamp passports, "fly" to each country, locate on map each country, color flags, read "Pancho's Pinata" by Stefen Czernecki. Food can be tacos. Craft - pinata. Songs: Feliz Navidad. Facts include pointsettas originated there, 9 days before Christmas called Las Posadas.
Week 4 - England - Stamp passports, "fly" to each country, locate on map each country, color flags, read "The Friendly Beast" by Tomie DePaola. Food can be cornucopias with sugar cones. Craft - Christmas cornucopia. Facts include Facts include Boxing Day on December 26, Father Christmas, caroling came from England.
Week 5 - Germany - Stamp passports, "fly" to each country, locate on map each country, color flags, read "An Early American Christmas" by Tomie DePaola. Food can be gingerbread men. Craft - Scherenschnitte (paper cutting). Songs: Oh, Tannenbaum.. Facts include Christmas trees originated here, St. Nichols Day (Dec. 5)
Week 6 - Sweden - Stamp passports, "fly" to each country, locate on map each country, color flags, read "The Christmas Tomten" by Victor Ryberg. Food can be sweet buns. Craft - St. Lucia crowns. Facts include St. Lucia Day - Dec. 13 and Tomten leaves gifts.
Week 7 - United States - Stamp passports, "fly" to each country, locate on map each country, color flags, read "The Wild Christmas Reindeer" by Jan Brett. Food can be Christmas cookies. Use any craft, song and facts that interest you.
Week 8 - complete research reports, make maps or globes, prepare for International Festival (have parent volunteers to help with food preparation)
Other Ideas to Incorporate: