Activities

= This is where I will keep the unit plans for Social Studies. If your child misses a day then you can look here and find out what they have missed and they could make it up. This will change every time the unit is over. =  ** Unit Plan Guidelines ** I. Subject Area: History Grade level: 2nd grade Unit Title: Pennsylvania History II. Estimated Time: The estimated amount of class time for the unit is 2 weeks. III. Student Population: 24 students; 7 language minority students (4 children from 1 India, 1 from Korea, 1 from China, and 1 from Liberia); 1 student is identified as having attention deficit disorder. General Strategies for Differentiating Instruction for ESL students: [] General Strategies for Differentiating Instruction for students with attention deficit disorder: [] Stage 1 – Desired Results // 8.2: Pennsylvania History // // A. Understand the political and cultural contributions of individuals and // // Groups to Pennsylvania history. // // B. Identify and describe primary documents, material artifacts, historic // // Sites important in Pennsylvania history. // ** V. ** ** Understanding(s): ** // 1.) // //Identify the “big idea(s)” of the unit//   · Pennsylvania’s history and why it is important to know about it. The Liberty Bell, Benjamin Franklin, Betsy Ross, etc.  // 2.) Identify specific understandings about the “big idea(s)” // · Betsy Ross-  - Who she is?  - Why is she important?  - What did she do? · Liberty Bell  - Why is it important?  - What does it mean?  - What does it say?  - What is there a crack on it? Where did it come from?  · Benjamin Franklin  - Who is he?  - Why is he important?  - What did he do?  - What is he famous for?  · State Symbols  - What is each symbol? ** VI. ** ** Essential Question(s): ** What do you already know about Pennsylvania? What do you want to learn about Pennsylvania? Do you know the name of the woman who created the American Flag? What was Benjamin Franklin famous for? What did Benjamin Franklin create that we use today? What makes a community? How has the community of Hershey changed from when Milton Hershey was alive to now? What are the state symbols? Why is the Liberty Bell important? **VII. Attitude(s) and Value(s):** // What positive attitudes and democratic values will students develop? //  · Understanding of Pennsylvania’s History  · Appreciation for the people who contributed the Pennsylvania’s history <span style="margin-left: 75.75pt; mso-list: l6 level1 lfo8; tab-stops: list 75.75pt; text-indent: -.25in;"> · Appreciation of Liberty Bell <span style="margin-left: 75.75pt; mso-list: l6 level1 lfo8; tab-stops: list 75.75pt; text-indent: -.25in;"> · The students will know the state symbols // 1.) // // What skills related to acquiring, organizing // // and using information will students // // develop? // -compare similarities and differences  - Identify event that occurred around the Liberty Bell  - distinguish between fact and opinion about the state symbols // 2.) What technological skills will students develop? // - Internet usage (games online about what they have learned) // 3.) //// What interpersonal skills will students develop? //  - Cooperative Learning during group discussion.    - They will learn to listen and not speak when others are talking.  ||   Stage 2 – Assessment Evidence   // Authentic Performance tasks: // <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 21.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"> · KWL chart  <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 21.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"> · Graphic Organizers  <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 21.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"> · Response Sheets  <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 21.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"> · Discussions in class || Other Evidence: // Through what other evidence (e.g., quizzes, tests, observations, homework, journals, etc.), will students demonstrate achievement of the desired results? // // How will students reflect upon and self-assess their learning? // The Students will write a journal entry on everything they have learned at the end of the unit. ||  Stage 3 – Learning Plan ** Estimate time: 45 minutes in one day ** ** Objective: ** 1. The students will construct a KWL chart on what they know about Pennsylvania history 2. The students will fill the K part of the chart on what they know about Pennsylvania history. 3. The students will fill out the W on the chart on what they would like to learn or any question that they have about Pennsylvania history. · What the students know from their past experiences and knowledge. · Book: One for All: A Pennsylvania Number Books by Trinka Hakes Noble · KWL chart. · Board · Chalk 1) The students will understand more about the American Flag   2) The students will be able to explain the importance of the stars, colors, and stripes on the flag 3) Students will be able to re-create a model of the American Flag    · Computer with access to the internet http://www.ushistory.org/betsy/flaghome.html     · Betsy Ross Story    · Graphic Organizers    · Art Supplies to re-create the American Flag    1) Students will listen to the story “Who Was Ben Franklin” by Dennis Fradin 2) Students will be asked to list, at least, five facts about Benjamin Franklin   3) Students will discuss as a class Benjamin Franklin’s escape to Philadelphia 4) Students will learn about Benjamin Franklin’s discovery of lightning   5) Students will be able to identify and explain the glass armonic that Benjamin Franklin invented 6) Students will conducted a “Fun With Franklin” experiment    7) Student will view the book “A Picture Book of Benjamin Franklin” by David A. Adler and discuss the pictures that they see 8) Students will be given a Benjamin Franklin coloring page complete    · “Who Was Ben Franklin” by Dennis Fradin     · 8 glass soda bottles    · Pitcher of Water    · A spoon    · “A Picture Book of Benjamin Franklin” by David A. Adler    · Benjamin Franklin coloring page     · Pencils    · Paper  <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l3 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"> 1. The students will know what the liberty bell is and where it came from.   <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l3 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"> 2. The students will understand what it means to Pennsylvania and why it is so important.   <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l3 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"> 3. The students will know what is written on the Liberty Bell. <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l3 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"> 4. The students will go on a trip to visually see the Liberty Bell. <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 21.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l8 level1 lfo3; tab-stops: list .5in; text-indent: -.25in;"> · http://www.independenceparkinstitute.com/The%20Liberty%20Bell%20Teacher%20Guide%2011-6-07.pdf <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 21.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l4 level1 lfo4; tab-stops: list .5in; text-indent: -.25in;"> · Book: “The Liberty Bell” by Lloyd G. Douglas <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 21.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l4 level1 lfo4; tab-stops: list .5in; text-indent: -.25in;"> · Coloring Activity Page <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 21.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l4 level1 lfo4; tab-stops: list .5in; text-indent: -.25in;"> · Board and chalk <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l2 level1 lfo5; tab-stops: list .5in; text-indent: -.25in;"> 1. Students will be able to identify the Pennsylvania State symbols. <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l2 level1 lfo5; tab-stops: list .5in; text-indent: -.25in;"> 2. Students will know the state bird, mammal, insect, dog, fish, flower tree. Flag and fossil. <span style="margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 45.0pt; margin-right: 9.0pt; margin-top: 0in; mso-list: l2 level1 lfo5; tab-stops: list .5in; text-indent: -.25in;"> 3. The students will also learn facts about Pennsylvania. **Day 1:** On this day, we will talk about the symbols of Pennsylvania with the students. I will ask students if they know any symbols and if they knew that Pennsylvania had symbols. We will go over what symbols are. Then, we will go over every symbol and explain why it is important for Pennsylvania. The symbols we will go over are the state bird, mammal, insects, dog, fish, flower, tree, fossil, and flag. After explaining the different symbols. Once the class is done talking about the symbols, I will pass out the different symbols of Pennsylvania and the students could color them. **Background Information:** • http://www.enchantedlearning.com/usa/states/pennsylvania • Symbols • Crayons, color pencils, pencils, markers • Construction paper • Computers • Coloring sheets 1) Students will be read the story “Chocolate by Hershey: A Story About Milton S. Hershey” by Betty Burford to familiarize themselves with Milton S. Hershey.    2) Students will discuss the major creations by Milton S. Hershey. 3) Students will discuss the idea of a community and what makes up a community.    4) Students will complete the communities graphic organizer (attachment #_____) 5) Together, as a class, we will review the graphic organizers.    6) Students will be broken down into groups and given the past/present labels and pictures. Students will determine which pictures are from Hershey’s past and which are from Hershey’s present. 7) Students will complete the Response Sheet (attachment #____)   ** Description: ** We will begin this lesson by reading the story “Chocolate by Hershey: A Story about Milton S. Hershey” by Betty Burford to the class to familiarize the students with Milton S. Hershey. Together, as a class, we will discuss the major creations by Milton S. Hershey and create a list of those creations on the board. As the teacher is writing the list on the board, the students will write the list in their notebooks. As a class, we will discuss the idea of a community and what makes up a community. Students will be given the vocabulary for community (people with common interest living in a particular area) and will write the vocabulary word in their notebook. Students will be given a graphic organizer that has two subjects ‘school’ and ‘community you live in’. Independently, the students will complete the graphic organizers; labeling at lease five examples of each. After all the students have completed their graphic organizers, together as a class we will review both topics. We will create one large graphic organizer based off of the answers that the students provided. We will discuss Hershey PA in the past and then compare it to the present. After the students have a little background knowledge of Hershey PA in the past and present, the students will broken into groups and each given a set of labels and pictures. The pictures will be the same for each group. The students will, as a group, have to decide whether the picture is from Hershey PA in the past or in the present. The students will glue each label under the picture. When the students are finished labeling their pictures, they will be asked to take a seat on the reading rug. Once all the students are gathered together on the reading rug, as a class, we will review the correct answers for the pictures. On a large poster board, we will display the correct answers. The teacher will review the picture then choose one student to label the picture. The poster board display will remain in the front of the room. After we have labeled each picture, the students will return to their seats and be given a response worksheet. The students will complete the worksheet, as a class we will review the worksheet and then students will hand the worksheet in. ** Teaching and Learning Materials: ** · “Chocolate by Hershey: A Story About Milton S. Hershey” by Betty Burford · Pencils · Notebooks · Poster board · Graphic Organizers · Response Sheet · Past and Present labels · Hershey PA Pictures 1) Students will review what they have learned though out the Unit.  2) Students will play a review game in team. 1) The student will be broken up into two groups.  2) Each student must get a turn. 3) If one team gets the answer wrong the other teams and take it by answering the question right.  4) The students may use any notes are works sheets they have worked on. Whichever team wins the game get a prize. For example, candy, homework pass, extra points on a test, etc. The questions that will be on the game are: 1) What is Pennsylvania’s state bird?  2) Who is Benjamin Franklin? 3) What did Benjamin Franklin create?  4) Why the Liberty bell is important? 5) What do the words on the Liberty Bell say?  6) Who is Rose Parks? 7) Why is Rose Parks important?  8) What is Pennsylvania’s state dog? 9) What is Hershey, PA famous?  10) Who is Milton Hershey? 11) What is Pennsylvania’s state fossil?  12) What is Pennsylvania’s state flower? 13) Where is Betsy Ross house?  There will be a lot more questions on the unit. These are just some.   Once we are done playing the game, the last thing we will be doing is an Acoustic poem on Pennsylvania.    • The whole unit plan     • Computer     • Game     • Acoustic Poem Sheet     • Notes that the students have written down.     || XI. References: <span style="margin-left: 105.0pt; mso-list: l1 level2 lfo6; tab-stops: list 105.0pt; text-indent: -.25in;"> - http://www.learninggamesforkids.com/us_state_games/pennsylvania/   <span style="margin-left: 105.0pt; mso-list: l1 level2 lfo6; tab-stops: list 105.0pt; text-indent: -.25in;"> -  http://www.enchantedlearning.com/usa/states/pennsylvania   <span style="margin-left: 105.0pt; mso-list: l1 level2 lfo6; tab-stops: list 105.0pt; text-indent: -.25in;"> -   http://www.independenceparkinstitute.com/The%20Liberty%20Bell%20Teacher%20Guide%2011-6-07.pdf <span style="margin-left: 105.0pt; mso-list: l1 level2 lfo6; tab-stops: list 105.0pt; text-indent: -.25in;"> - http://www.ushistory.org/betsy/flaghome.html
 * ** IV. Standards: **
 * VIII. Skill(s): **
 * IX. Performance Task(s):
 * X. Learning Activities (8 – 10 lessons)
 * Lesson #1: Introduction into Pennsylvania History **
 * Description ** : Students will be able to fill the K and W section of the KWL chart depending on what they already know and what they want to learn. After doing that, the teacher will read the story //One for All: A Pennsylvania Number Book// by Trinka Hakes Noble. Then, once we finish reading the story, the students will be able to fill out the L on the chart on what they have learned about Pennsylvania just from the book.
 * Background Information: **
 * Teaching and Learning Materials: **
 * Lesson #2: Betsy Ross **
 * Estimated Time: 45 minutes of one day **
 * Objective: **
 * Description: ** The students will begin to learn about Betsy Ross by first taking a virtual tour of the Betsy Ross House. The teacher will explain to the students that the Betsy Ross is located in Philadelphia, Pennsylvania. Students will be asked to describe some things that they find unique about the Betsy Ross house, point out any major things that they notice in the house, and describe what their feelings were when they saw the pictures of the Betsy Ross House. Next, along with the teacher, the students will discuss how Betsy Ross created the flag, why she chose to put the stars in a circle, and the meaning of the colors of the flag. Then, the students will listen to a story about Betsy Ross. The students will be asked to complete a graphic organizer based on Betsy Ross. After completing the graphic organizer, the students will create their own American Flag. Using the materials provided to them by the teacher and a model of the original American Flag (with the stars in a circle) the students will re-create that same version of the flag. The students will be graded on how accurate their creation of the flag was compared with the original and how well they were able to list five facts about Betsy Ross. The students will then present their flags and facts to the class.
 * Teaching and Learning Materials: **
 * Lesson #3: Benjamin Franklin **
 * Estimated Time: 45 minutes of one day **
 * Objective: **
 * Description: ** To provide the students with background knowledge about Benjamin Franklin, the teacher will read the story “Who Was Ben Franklin” by Dennis Fradin aloud to the class. The students will be asked to list some facts, on a sheet of paper that is to be handed in, that they heard as the story was being read. The students will learn about Benjamin Franklin’s escape to Philadelphia and his discovery of lightening and will complete the worksheets. Next, students will learn about the glass armonica that Benjamin Franklin invented. Students will participate in the “Fun With Franklin” experiment. The “Fun With Franklin” experiment involves using glass soda bottles, filling each bottle with a different amount of water, blowing on the top of the bottles, and using a spoon to tap the bottles. The outcome of the experiment will be that the bottles all have different sounds because of the amount of air flow/water contained in the bottle. As the experiment is conducted, the teacher will explain to the students that Benjamin Franklin invented the glass amonica and great composers like Beethoven and Mozart composed pieces for it. Since the students are young, and it requires using glass bottles, the teacher will be the only person conducting the experiment. The teacher will conduct the experiment at the front of the room so that all the students can see. After the teacher has completed the experiment once, the teacher will then invite the students to come up one by one and tap the bottles. As the students are tapping the bottles, the teacher will ask the questions ‘what is different from tapping bottle one and bottle five?’, ‘why are the sounds different?’, and ‘how can we make all the sounds the same?’ After each student has had a chance to come up and tap the bottles, the students will complete a response worksheet about what they learned and what happened. Finally, the students will be given a Benjamin Franklin coloring page that they can complete once they have finished their response worksheet.
 * Teaching and Learning Materials **
 * Lesson #4: The Liberty Bell **
 * Estimated Time: 3 days; 45 minutes each **
 * Objectives: **
 * Description: **
 * Day1: ** The class will get in a group all together to read the story “The Liberty Bell” by Lloyd G. Douglas. Before we read the story we will talk about what we already know about the Liberty Bell and talk about why we think the Liberty Bell is important Pennsylvania. The class will write it on the board. After reading the story, we will check if what they though of the Liberty bell was right and answer any questions we had about it. Furthermore, we will then talk about what the word on the Liberty Bell means (Proclaim Liberty throughout all the land unto all the inhabitants thereof…Leviticus XXV X). With that, I will explain why we have soldiers and the reason why they fight for our country.
 * Day 2: ** As a class we will take a trip to see the Liberty Bell and hear people explain why it is important.
 * Day 3: ** All the students will get a coloring sheet called “Post Lesson Coloring Sheet Activity”. They will have to color in the Liberty Bell and while they do that we can explain what we learned on out trip to see the Liberty Bell. Then, on the back of the coloring page the students will have to write a message to our troops. As the teacher, you can find a way to send this little messages and Liberty Bell to the troops who are all around the world.
 * Background Information: **
 * Teaching and Learning Materials: **
 * Lesson #5: Pennsylvania State Symbols **
 * Estimated Time: One 45 minute period **
 * Objectives: **
 * Description: **
 * Day 2: ** The students will decide on symbols for the class. They will have to pick a bird, mammal, insects, dogs, fish, flower, and fossil. Then, they could create a class flag. We will post these symbols all around the classroom for other to see. If there is time, the students could get on the computer and play games online about the symbols of Pennsylvania at **http://www.learninggamesforkids.com/us_state_games/pennsylvania/** **.**
 * Teaching and Learning Materials: **
 * Lesson #6: Hershey, PA **
 * Estimated Time: One 45 Minute Period **
 * Objectives: **
 * Lesson #7: ** Review of Pennsylvania History
 * Estimated Time: ** One 45 minute period
 * Objectives: **
 * Description ** : In this lesson, the class will review what we have learned though out the unit by playing Pennsylvania Jeopardy. The instructions are:
 * Background Information: **
 * Teaching and Learning Materials: **