Independent Practice: All Parts Contribute to a Whole

Tuttle

Name: Brittney

Unit Overview

Goal

Objective

DAY #1
Social injustice interactive
read-aloud lesson.

DAY #2
Dynamic social studies
Thanksgiving lesson with
student-centered stations.

DAY #3
Direct social studies
lessons regarding globe
and map concepts.

Students will identify and

address social injustices
found within literature
and modern society.

Students will be able to

identify Thanksgiving as a
national holiday unique to the
United States.

Students will be able to

distinguish between land
and water masses on a
globe and a 2D picture of a
globe.

Students will create

pledges against personal
participation in social
injustices.

Students will be able to

identify the roles of the
Pilgrims and the Native
Americans during the first
Thanksgiving, and apply the
individual roles to the overall
concept of the traditional
holiday.

Given the story Goin

Someplace Special by
Patricia C. McKissack and
Jerry Pinkney, students
will state the key details
that compose the theme
of the book through
discussion, simulations,
and creation of All Are
Welcome sign.
Given a written prompt,
students will formulate
text-to-self and text-toworld connections
through written
explanation and drawings
on airplane die cuts to be
posted on the Classroom
World Board.
Given a discussion
prompt, students will
decompose social
injustice as a whole into
its individual parts that
have the ability to impact
outcomes through verbal
discussion and peer
collaboration.

Standard
s

1.RL.2.1

*individualized for each

station
*Given a picturebook script
provided by the teacher,
students will participate in a
mock play including Pilgrims
and Native American
characters, reenacting the
sequencing of events and
character roles correlated to
the first Thanksgiving.
*Given a closed sorting chart,
students will be able to
categorize roles and
characterizations during the
first Thanksgiving into either
being associated with the
Pilgrims or Native Americans
through completion of sorting,
cutting, pasting, and coloring
icons on the sorting chart.
*Given an IPad, photo props,
and fill-in-the-blank activity
cards, students will be able to
identify actions of Pilgrims and
Native Americans during the
first Thanksgiving by filling in
the blank and taking a picture
holding the card dressed as
the correlating Thanksgiving
character.
*Upon completion of the
stations, students will be able
to identify the roles of the
Pilgrims and Native Americans
through verbal response and
collaborative group discussion.
*Upon completion of the
lesson, students will
decompose the individual
roles (parts) of the people
involved in the setting of the
first Thanksgiving and apply it
to the purpose of the
traditional Thanksgiving
celebrated today (whole)
through a collaboration
discussion and studentcentered activities.
NCSS: PPE; IAS: 1.1.5; ISTE:
1a, 2b

Students will be able to

identify water and land
masses utilizing map
representations.
Students will be able to
identify water and land as
individuals parts that help
contribute to the whole
considered as the planet
Earth.

Given an inflatable globe,

students will be able to
identify whether their
finger lands on a piece of
land or water through a
verbal statement.
Given a world 2D picture of
a globe, students will be
able to distinguish
between land and water
masses by identifying
whether their game piece
lands on water or land
through keeping a tally
record of frequency
between each physical
characteristic.

DAY #4
Science lesson regarding
pollutions effect on the
environment.
Students create a pollution
resolution plan to
implement with
classmates.
Students will be able to
identify environmental
issues associated with
pollution from humans and
consider multiple
resolutions to help fix the
issue.
Students will be able to
practice presentation skills
and collaboration
techniques.
Students will be able to
identify the concept that
the roles human play in
the environment impacts
the overall health of the
Earth.
Given examples of
pollution, students will
identify the negative
impacts of pollution on
plant and animal life
through verbal discussion
and peer collaboration.
Given a presentation
prompt, students will
formulate a resolution to
pollution that can be easily
implemented by students
within the classroom
through group discussion
and creation of a
presentation poster.

Given an interactive sheet,

students will be able
identify land and water
masses on a globe through
cutting and pasting labels,
utilizing a map legend, and
coloring corresponding
map components
accordingly.
Upon completion of the
lesson, students will
recognize that land and
water are individual parts
that contribute to the
whole world through verbal
discussion, interactive
globe activities, and a
sorting sheet.

NCSS: PPE; IAS: 1.3.2;

ISTE: 6c

IAS: 1.ESS.4; NCSS: PPE

Independent Practice: All Parts Contribute to a Whole

Tuttle
Materials

Book
Signs
Airplanes
World Board

Managem
ent

*Students in reading
corner during read aloud
and guided instruction.
*Students complete
independent work at
desks.
*Closure in reading
corner.
Teacher presents bag full
of items from her special
place: home.

Anticipat
ory Set

3 copies of Thanksgiving book

Mock play props
Sorting chart
Coloring sheet
IPads
Photo booth props
Fill in the blank sentence cards
*For instruction, students
seated at desks.
*For centers, each group
rotates three stations in
designated areas
*Grouping pre planned
*Behavior: construction paper
chain
Teacher leads students in
daydreaming about a time
they were in a new place.
*Who were some people that
helped you at your new place?
(Teacher; family member;
friend)
*When they helped you, how
did that make you feel?
*Do you think it is important
to help someone when they
come to a new place?

Globe
Big post-it note
Inflatable globe
Flat maps (3)
Frequency recording chart
Globe sheet
*Students seated at their
desk groups.

Teacher utilizes Google

Maps and takes students
on a virtual adventure of
the world.
*What is this a picture of?
*How often do you go to
this place?
*Why is this place
important to you?
*Have you ever taken a
vacation to a different
place?
*Have you ever seen a
picture of the whole world?
Do you think that the
whole world is big?
*Are the small parts
important to making a big
world?
*Do you think the world is
important? Why?
Today we are going to
learn more about our world
and look at pictures of our
world. It is important to
know about pictures of our
world because we all have
special places in the world,
like where we live and
where we go to school.
Even though we all live in
different places, we all
belong to one planet called
Earth. The Earth has many
parts that contribute to a
whole.

Purpose

I am going to read Goin

Someplace Special by
Patricia C. McKissack and
illustrated by Jerry
Pinkney. While I am
reading, I want you to
think about all the
different things Tricia
Anne, the girl here in the
story, has to do in order
to get to her special
place. I also want you to
think about what YOU
could do to help make a
difference.

Today we are going to learn

about people from across the
world who came to the United
States. The United States was
their new place, and they felt
the same way we did when we
went to a new place for the
first time. It is important to
learn about these people
because they are the reason
we have Thanksgiving! It is
important to know how they
changed the world, because it
impacted the way we
celebrate holidays and treat
people. All Parts Contribute to
a Whole.

Lesson
Presentat
ion

INPUT:
*Natural response and
Blooms Taxonomy
discussion.
OUTPUT:
*Student participation in
simulations.
Students create their
special places on the
airplanes.

INPUT:
*Book and class discussion.
*explanation of centers
OUTPUT:
*students stationed at centers
*teacher walking around
classroom taking formative
assessments and guided
discussion between groups

INPUT:
*globe presentation
*comparison chart of land
versus water
OUTPUT:
*inflatable globe activity
*flat map recording activity
*globe sheet

Closure
or
Conclusio
n

Students work together to

compose sign that reads
All Are Welcome.
Exiting questions.

*whole group discussion and

questioning
*Which center was your
favorite? Why?
*What were some things that
the Pilgrims did during the
first Thanksgiving? (write
answers in circle)
*What were some of the
things that the Native
Americans did during the first
Thanksgiving? (write answers
in circle)
*What do you do for

*whole group discussion

and questioning
*What activity did you like
the best when we were
learning about our globe?
Why?
*What part of the globe is
land?
*What part of the globe is
water? How do you know?
*Why is it important to
have a picture of our
world?
*Why should we know the

Name: Brittney
Movie clip
One tray of clean water
One tray of dirt water
One tray of trash water
Pollution pictures
4 giant post-it notes
Exit slip
*students seated at their
desks during group work
and lesson presentation
*students at front table
during anticipatory set

Teacher shows clip from

Disneys Earth and
introduces the water trays.
*What are some things
that make our planet Earth
so beautiful? Did you see
these things in the video?
*What do you think would
happen to our planet if we
didnt keep it clean?
*students observe trays.

Today we are going to

learn about what happens
to the world, and all the
plants and animals in the
world when we do not
clean up after ourselves. It
is important to learn about
how to keep the world
clean because if the world
gets too dirty, then some
animals, humans, and
plants may not live. As
people, we must learn how
to take part in changing
the whole world for the
better, and making sure
that everything cleans up
after themselves. All Parts
Contribute to a Whole.
INPUT:
*pollution definition
*examples of pollution
*examples of human
impact
*modeling activity
OUTPUT:
*group pollution resolution
and presentation

Discussion and Exit Slip

*How did you like creating
your own action plans? Do
you think that they will
work? Why or why not?
*What is pollution?
*How does pollution
impact animals and
plants?
*Why is it important to
help change pollution and
make the world better?
*What can each human do
to be a PART of changing

Independent Practice: All Parts Contribute to a Whole

Tuttle

Formativ
e
Assessme
nt

*Observation,
questioning, discussion.
*Student drawings on
airplane die cuts.

Adaptatio
ns

*Remediation: small
group meeting. Additional
activity.
*EXNEEDS: partner;
verbal explanations
*ELL: picture explanations
*Enrich: written
explanations

Summati
ve
Assessme
nt
(as
needed)

*Written and verbal

explanations of airplane
die cuts.
*Student discussion of
welcome sign in the
following days.

Name: Brittney

Thanksgiving? Is it like what

the Pilgrims and Native
Americans did or not?
*Why were the Pilgrims
thankful for the Native
Americans?
*Why do we still celebrate
Thanksgiving today?
*How did small people, like the
Pilgrims, make a big change?
*observation and student
responses
*sorting chart
*photo booth pictures and
sentence cards
*Remediation: small group
reinforcement. Sequencing
chart.
*Enrichment: make own
sentences using sentence
charts
*ELL: compare to Mexican
holiday
*EXNEEDS: grouping
consideration; peer support;
pictures; verbal explanations

different parts of our globe

and world?

the WHOLE world and the

pollution in it?

*observation and student

responses.
*recording chart
*interactive globe sheet

*observation and student

response
*presentation poster
*exit slip

*Remediation: small group

reinforcement. Painting
globe activity.
*Enrich: locate North
America on globe sheet
*ELL: show Mexico and
Texas on Google Earth and
globe
*EXNEEDS: monitoring,
peer support.

*Sentence card photos

*COL question

*COL question
*display of globe in
classroom

*Remediation: small group

reinforcement. Video
presentation and
discussion.
*Enrich: select a world
wide approach to
addressing pollution.
*ELL: visual supports and
peer support
EXNEEDS: peer support,
drawing assessments,
monitoring
*COL question
*ongoing writing prompt