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Unit Rationale
The following Then and Now unit addresses the critical inquiry question How
does the past affect my family and community? Grade one students will examine how
change over time has affected their family and community. A unit addressing this critical
inquiry questions provides students the opportunity to reflect on how things have
changed within in the world around them. This unit will be taught after the community
helpers unit. Students will therefore have knowledge and understanding of the concept
of community. In the Community Helpers unit students have the opportunity to
evaluate what their community looks like today. The Then and Now unit is a logical
unit to teach after Community Helpers. The unit after Then and Now is Looking at
My World. Students will have acquired the knowledge about their own community and
be able to distinguish is from others.
In this unit I have provided several different learning opportunities and activities
to engage students. Students are given hands on experiences to evaluate the concept
of change. I have tried to incorporate as many hands on experiences as possible to
deepen students understanding about change from the past to the present. I believe
this will make the social studies unit more engaging and activate excitement about
social studies.
What is Change?
What is Tradition?
How has my Community Changed?
How has my family changed over time?
What are our connections to First Nation people?
What was my community like in the past?
What is an artifact?
What is a community?
What is my familys past in my community?
Who am I?
What is the past?
What is the present?
General Outcome:
Kerri Lynn Haney-Vanderberg
Knowledge:
1.2.2 analyze how their families and communities in the present are influenced by
events or people of the past by exploring and reflecting upon the following
questions for inquiry:
How have changes affected my family over time (e.g., births, deaths, moves)?
What is my familys past in our community?
In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, and ways of life)?
How have changes over time affected their families and communities in the
present?
Attitude:
1.2.2 appreciate how stories and events of the past connect their families and
communities to the present:
recognize how their families and communities might have been different in the
past than they are today
appreciate how the languages, traditions, celebrations and stories of their
families, groups and communities contribute to their sense of identity and
belonging
recognize how their ancestors contribute to their sense of identity within their
family and communities
appreciate people who have contributed to their communities over time
Skill:
Essential Resources:
DeRolf, S. (1996). The crayon box that talked. New York, NY: Random House
Inc.
This fiction picture book will used to introduce the concept of tradition to students.
In this book each crayon color is unique and does not like each other because of
their differences. At the conclusion of the book, the crayons learn to celebrate
their differences. Students will be challenged to think about their family as a
unique crayon color. How each family celebrates tradition is unique to them.
A video of a read aloud will be used to introduce this book. This will be done to
create a different way to experience books in the classroom using technology.
In this picture book a little girl evaluates how her life has changed over four
years. The little girl compares what she could do as a baby versus what she can
do today. This resource will be used at the beginning of the unit to introduce the
concept of change to students. Students will then create their own comparison
chart of how they have changed since they were a baby.
In this six book non-fiction series students can compare and contrast
differences in the past and present. The books use excellent pictures from
the past to demonstrate for students how life in the past was different. These
books will be used to develop the concepts of change over time, past, and
present.
Rissman, R. (2014). Comparing past and present: Cooking and eating. Chicago, IL:
Heinemann Library.
Rissman, R. (2014). Comparing past and present: Taking a trip. Chicago, IL: Heinemann
Library.
Rissman, R. (2014). Comparing past and present: Playing with friends. Chicago, IL:
Heinemann Library.
Kerri Lynn Haney-Vanderberg
Rissman, R. (2014). Comparing past and present: Going to the doctor. Chicago, IL:
Heinemann Library.
Rissman, R. (2014). Comparing past and present: Cleaning up. Chicago, IL: Heinemann
Library.
Rissman, R. (2014). Comparing past and present: Going to school. Chicago, IL:
Heinemann Library.
Kerri Lynn Haney-Vanderberg
Unit Calendar Overview - How has the past affected my past and community?
45 Minutes 45 Minutes
45 Minutes
Lesson Students will identity
Objective past events that have
contributed to their
sense of self and
identity. These events
will demonstrate change
over time within their
lives.
Activity See How I Grew
Scrapbook Timeline
Page
45 minutes 45 minutes
Extention:
Brainstorm
holidays/celebrations that
are celebrated throughout
the year by displaying the
12 months. Month by
month have children state
celebrations or traditions
they have in their families.
Adapted From:
Crayon Box - Family Diversity. (n.d.).
Retrieved March 05, 2017, from
http://www.uen.org/Lessonplan/preview.cgi?
LPid=25969
1.S.5.3 demonstrate a
willingness to share
space and resources
territory
http://americanhistory.si.e
du/buffalo/about-
hides.html
45 minutes 45 minutes
Lesson Students will understand Students will understand
Objective the community was the community was
different in the past. different in the past.
45 minutes 45 minutes
Kerri Lynn Haney-Vanderberg
Teacher Check-List:
Kerri Lynn Haney-Vanderberg
Label items with students names and place in box (bring towels to wrap items if
needed)
April 5th students will make their Notebook from the Past. Students will write
their story about what the artifact was used for in the past.
April 10th students will write story of why this artifact is important to their family
April 12th students will present their artifact Grade One Museum Day (parents
invited)
Take photos of students with their artifact Linking the Past with the Present
present on bulletin board
1.2.1.1 Recognize how their families and communities might have been different in the
past than they are today
1.2.1.2 Appreciate how the languages, traditions, celebrations and stories of their
families, groups and communities contribute to their sense of identity and belonging
1.2.1.3 Recognize how their ancestors contribute to their sense of identity within their
family and communities
1.2.1.4 Appreciate people who have contributed to their communities over time
1.2.1.6 Acknowledge and respect symbols of heritage and traditions in their family and
communities
1.2.2 Analyze how their families and communities in the present are influenced by
events or people of the past by exploring and reflecting upon the following questions for
inquiry:
1.2.2.1 How have changes affected my family over time (e.g., births, deaths, moves)?
1.2.2.3 In what ways has my community changed over time (e.g., original inhabitants,
ancestors, generations, ways of life)?
1.2.2.4 How have changes over time affected their families and communities in the
present?
1.2.2.5 In what ways have Aboriginal, Francophone and diverse cultural groups
contributed to the origins and evolution of their communities over time?
1.2.2.7 What are some examples of traditions, celebrations and stories that started in
the past and continue today in their families and communities?
Dear Families,
Kerri Lynn Haney-Vanderberg
We have had so much fun over the last month exploring how the
past has affected our family and community. Over the past few
weeks students have identified how they, their families, and
community have changed over time. I have really enjoyed
listening to your childs stories of change over time. To further
develop your childs understanding of change over time, I am
asking students to select an artifact from home that represents a
strong family memory and bring it to school. We will be using the
artifacts to complete a Story Telling through Family Artifacts
task. Students will bring an artifact from home that represents a
strong family memory, write a story, and present it to our class.
This assignment will further your childs understanding of how the
past is connected to the present. Examples of artifacts you may
consider to send are pictures, ceramics, tools, and toys. If you do
not have the artifact or it is valuable or breakable, please send a
picture of the artifact with your child. Once our task is complete
we will send the artifact home with your child. Please send your
artifact by April 3rd so we can begin this exciting assignment.
Attached you will find a question sheet that will assist your child in
completing the assignment. The rubric that will be used to assess
your childs work is also attached. Thank you so much for your
participation!!
Sincerely,
Mrs. Kerri Lynn Haney-Vanderberg
Name of Artifact________________________________________________________
Description_____________________________________________________________
Date: _______________________________________________
Unit: ________________________________________________
Assignment:__________________________________________
4
family memory using details
Describes how the artifact was used in the past
Includes many important written and/or drawn details about the
artifact in complete sentences
Describes how the artifact bridges the past to the present
Describes what make the artifact an item from the past in
complete sentences
Includes some written and/or drawn details about the artifact
Draws a picture of why the artifact represents a strong family
memory
Includes few written details about the artifact in point form
Draws a picture
LESSON PLAN
Kerri Lynn Haney-Vanderberg
1.2 Moving Forward with the Past: My Family, My History and My Community
Students will demonstrate an understanding and appreciation of how changes over time
have affected their families and influenced how their families and communities are today
Instructional Objectives:.
Knowledge:
Students will understand how individuals in the class are the same and different
Students will understand why it is important to know facts about each other.
Skill:
Students will demonstrate ability to follow instructions
Students will identify basic facts about themselves that make them unique
Key Questions:
Who am I?
Who are you?
What do you think is important for your teacher to know?
What do you like?
Kerri Lynn Haney-Vanderberg
Materials:
1) 24 copies All About Me worksheet
2) Pencils/Pencil Crayons/ Crayons
3) Ball
4) Box filled with things that represent me
5) Horton Hatches the Egg by Dr. Suess
Preparation:
1) Fill box with items that represent who I am
2) Make copies of All About Me worksheet
3) Place stool at front of class
4) Copy of Horton Hatches the Egg Dr. Suess book
Adaptations:
- There are no adaptations read worksheet out loud for students. Have students do
their best to sound out words and write them.
Lesson Procedure:
1) Introduce that todays class will be used get to know each other better. Explain
why it is important to know things about each other.
2) Introduce that we will be reading my familys favorite book Horton Hatches the
Egg by Dr. Suess
3) Introduce that students can ask me questions to get to know me. What would
you like to know about me? Inside the box are things that I think are important.
What is in the box?
4) Introduce that now it is there turn for me to get to know them. Hand out
worksheet to students. Go through each section with students so they can
understand what it expected of them
5) If time permits have students share their worksheets
Assessment:
Formative Assessment: Worksheet will used to check for understanding of expectations.
This activity is used to build rapport with students and establish essential relationships.
Kerri Lynn Haney-Vanderberg
Lesson Reflection:
Silver, S. F. (2016, June 20). About Me FREEBIE!!! Retrieved March 05, 2017, from
https://www.teacherspayteachers.com/Product/About-Me-FREEBIE-2602662
Kerri Lynn Haney-Vanderberg
LESSON PLAN
Subject: Social Studies Grade: 1 Date: March 8, 2017
Critical Inquiry Question: How does the past affect my family and community?
1.2 Moving Forward with the Past: My Family, My History and My Community
Students will demonstrate an understanding and appreciation of how changes over time
have affected their families and influenced how their families and communities are
today.
Instructional Objectives:
Knowledge:
Students will understand and define concept of change
Students will identify specific attributes and characteristics of how they have
changed over time
Skill:
Kerri Lynn Haney-Vanderberg
Key Questions:
What is Change?
What can you do this year that you couldnt do last year?
Materials:
Preparation:
Adaptations:
Lesson Procedure:
1) Invite students to sit in reading and listening circle for Storybook time
2) Read When I Was Little: A Four-Year-Olds Memoir of Her Youth Jamie Lee
Curtis instruct students that a memoir is a story about someones life
5) Ask students:
a. How did the little girl change in the story?
b. What type of things could she do as baby?
c. What type of things can she do as a 4 year old?
This little girl experienced many changes in four years. Think about how you
have changed in six years. I bet you have changed so much.
6) Instruct students that today I want to share how I have changed in thirty-three
years.
9) Instruct students that today they are going to draw a picture of themselves in the
past, present, and future.
10) Instruct students that they will fill in the sentence at the bottom of the page of
they have changed since being a baby.
Assessment:
This formative assessment will be used to assess student understanding of the concept
of change. Students will demonstrate that they understand change by drawing a picture
of themselves as a baby, child, and adult. Logical physical differences will be noted.
Students will then write one sentence as follows When I was a baby I
_______________now I ________________________. Students will need apply
understanding of the story into this assignment.
Lesson Reflection:
O'Connor, H. (2014, November 23). Past and Present Unit. Retrieved March 05, 2017, from
https://www.teacherspayteachers.com/Product/Past-and-Present-Unit-1576368
Kerri Lynn Haney-Vanderberg
LESSON PLAN
Subject: Social Studies Grade: 1 Date: March 15, 2017
Critical Inquiry Question: How does the past affect my family and my community?
SLOs:
1.2 Moving Forward with the Past: My Family, My History and My Community
Students will demonstrate an understanding and appreciation of how changes over time
have affected their families and influenced how their families and communities are today
Instructional Objectives:
Knowledge:
Students will apply understanding of concept of change into their lives.
Students will understand how they have changed
Skill:
Students will use historical thinking to develop timeline of change
Students will share ideas and examples
Student will use strategies to organize work
Students will use sequencing skills.
Kerri Lynn Haney-Vanderberg
Students will use critical thinking and evaluating skills to identify what events to include.
Key Questions:
What is the focus question for this lesson? What are some related questions?
Materials:
- 24 copies See How I Grew
- Exemplar of See How I Grew
- Letter home to parents to request pictures to come to class.
- Each student will need to bring in pictures of themselves over time. (If student is
unable to bring in pictures they may draw pictures of how they have changed over time)
- Sharpened pencils
- Glue Sticks
- Felts/Markers/Pencil Crayons/Crayons
Preparation:
- Send home letter to parents requesting pictures of student over time. Students will
need at least two pictures. One picture as a baby and one picture from the present.
Letter should be sent at least one week before project is to be completed.
- Copy 24 copies of See How I Grew
- Copy 24 copies of See How I Grew blown up
Adaptations:
- If students are unable to bring in pictures for their personal timeline of change they can
draw pictures of themselves to represent of change over time.
Lesson Procedure:
1) Review concept of change with students
2) Introduce that today we will be creating a timeline
3) Ask students if they know what a timeline is or what it looks like
Kerri Lynn Haney-Vanderberg
Assessment:
Formative Assessment
Check for understanding regarding skill of sequencing big events
- Check for understanding if students can demonstrate through their See How I Grew
how they have changed over time
- Exit Slip end of class discuss concept of change
Lesson Reflection:
Graphic Organizer Poster: See How I Grew Poster. (n.d.). Retrieved March 05, 2017, from
https://www.rainbowresource.com/product/Graphic Organizer Poster%3A See How I Grew
Poster/021632
Dear Families,
We are beginning an exciting unit about Then and Now. Over the next
five weeks students will be answering the critical inquiry question How
does the past affect my family and my community? One of our first
projects we will compete is a See How I Grew timeline. This activity
encourages your child to think about how they have changed over time. To
further develop this concept, I am requesting that you send pictures of your
child to school. These pictures will be glued and cut on to the timeline so
please do not expect the pictures back in there original state. If you do not
have pictures to send with your child, they can draw pictures of themselves
on to the timeline. I have provided an image of the See How I Grew
timeline so you can know exactly what I am expecting from this
assignment. Thank you so much for your help to complete this assignment
for your child. I cannot wait so see how they each of changed over time.
Please send your pictures by March 14, 2017.
Sincerely,
Mrs. Kerri Lynn Haney-Vanderberg
Kerri Lynn Haney-Vanderberg