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Kellina Keown10/6/2011
Social Studies in the Elementary School
Children’s Trade Book Review
Book: Abe Lincoln The boy who loved books
Author: Kay Winters
Illustrator: Nancy Carpenter
Copyright © by Nancy Carpenter, 2003
Grade Level: K-3
I have chosen a grade range and not just a single grade due to the content of the book. Students begin to learn about US government early in school, however this continues throughout the curriculum in different grades.
Content and subject area: Government/ US History
PA SS Standards:
8.3.3: A.Identify contributions of individuals and groups to United States history.
Themes: People Places and Environment
Suggested method to use this book review forin classroom: Whole Class reading
Book Summary:
Have you ever wondered what Abe LincolnLincoln’s childhood and family were like? Well this book is perfect way having giving us his history. The Boystory starts off with Abe Lincoln’s birth in Kentucky. Abe has a sister and lives with his mother and father in Kentucky and when he was two the family moved near the Cumberland Trail. Him and his sister started school in this area until his family moved again when he was seven. Throughout his childhood he helped his father with clearing there land, he would carve writings into the trees because he loved to learn about words. After the passing of Abe’s mother his father remarries a women who Loved Books.Clickhas three children of her own. She introduces Abe to books and openhe begins to fall in love with reading.
As an early adult Abe decides to travel. He traveled along the document below.river exploring other parts of land. He came across many parts of the american culture he agreed and disagreed with. After doing this he found an interest in politics. After running for Congress and Senate, Abe decided that was enough and he finally ran for the highest office.
Interested in finding out more about Abe and what happened when he ran for the highest office in the land? You’ll have to read more to find out! I hope you enjoy this story.
{social students book review.doc}

Dramatizing SS {Columbus-Day-Holiday-Closings.jpg}
Script Template for Dramatizing Social Studies
Group Members: Ashley Neil, Ashley Estep, Kellina Keown, Tiffany Deiter, Sarah Roy Brenna Sprague
Activity Title: Columbus Discovers America
PA Standards:
8.3.4.D: Distinguish between conflict and cooperation among groups and organization that impacted the history and development of the United States.
8.4.4.C: Explain how continuity and change in world history have influenced personal development and identity.
NCSS Themes:
Global Connections
Individuals, Groups, and Institutions
Subject Area: Columbus- United States History
Grade Level: 4th
Time: 8-10 minutes
Characters: Ferdinand, Isabella, Indians, Columbus, Narrator, Sailors
Setting: Spain, Atlantic Ocean, New World
Props: Hats, (3) boats, oars, globe, PowerPoint including pictures and music throughout dramatization, feathers, scroll, ending song “Discovering America”
Music: __http://www.youtube.com/watch?v=XWY50mH5awQ__ (Play at the end of lesson)
Activity: Group members will perform a play of Columbus's journey to the new world.
Script:
Narrator: The year is 1484 and a man by the name of Christopher Columbus decides to meet with the King of Portugal, King John II. Columbus believes that the world is round and has an idea to travel around the coast of Africa to India, or what he calls “the Orient” to find spices, silk, gold and jewels. King John II turned Columbus down when he asked for ships to sail in search of these items. Saddened, Columbus turned to the king and queen of Spain for financial assistance, King Ferdinand and Queen Isabella. The king and queen did not have any money to give, but that did not stop Columbus.
Columbus: Please, may I have some money to fund my trip? I will bring back many riches to share with you.
Ferdinand: Absolutely not! We will not help pay for a stupid trip. Besides, the world is flat! There’s nothing to prove.
Isabella: I’m sorry dear, but we do not have enough money to give you for your trip.
Narrator: For 6 years Columbus begged the King and Queen to sponsor his travels. Finally in 1492 they said yes. They gave him three ships: The Nina, Pinta, and Santa Maria. The date is now August 3 and Columbus set off on the ocean blue with his sailors and ships.
Christopher Columbus: All sailors board your ships we are ready to explore and find the new world.
Sailors: We will get lost; we do not know the routes or where to go!
Columbus: I am a cartographer, I know how to make and read maps. My navigation skills will lead us in our travels.
Narrator: The sailors and Columbus are aboard their three ships. The ships set sail and begin to travel west. The boats lose sight of land and they begin to feel nervous.
Sailor 1: What if the wind stops blowing? The ships do not have motors!
Sailor 2: What if there is a storm? The ships are small and made of wood.
Sailor 1: What if we run out of food? We cannot go back to get more.
Narrator: It has been several days. The sailors begin to become frustrated. No land is in sight and they are tired of eating salty meat. They are tired of being stuck on their ships.
Sailor 1: What is that in the sky?!?!
Sailor 2: It’s a sign! We should turn back!
Columbus: No it’s a meteor, SAIL ON MATES!
Narrator: Two months have passed. The sailors are still angry and hoping to see land soon.
Columbus: Look the birds flying overhead and see the branches floating in the water. Their must be land nearby!
Narrator: From the Pinta the sailors finally see land. The date is now October 12, 1492.
All Sailors: LAND-HO! LAND-HO! (Sailors and Columbus get off the boats and kiss the ground under their feet)
Narrator: The sailors and Columbus think they have found the Indies. They name the island, San Salvador. He thinks it belongs to Spain.
Columbus: This land is now a part of Spain we shall call it, San Salvador.
Sailors: (CHEER)
Columbus: Where is the gold and spices? (give beads, bells)
Indians: (confused, they give other goods such as cloth and birds)
Narrator: The Indians begin to talk amongst themselves.
Indian 1: Who are these men?
Indian 2: Why do they have swords?
Narrator: Columbus and his sailors begin to sail further west. They visit other islands and meet more Indians. Indians teach Columbus and his sailors how to make hammocks and canoes. Oh no! The Santa Maria is shipwrecked!
Columbus: All board the Nina. All who do not fit will have to stay on the island. Only essential people and goods will travel on.
Narrator: The Nina and Pinta set on their voyage back Spain. The ships bring back many new goods including: corn potatoes, peanuts, papayas, and avocados. Columbus wants the Indians to come back to Spain with him.
Columbus: You are all to come with me back to Spain. Spain has never seen a real Indian before!
Indians: No (fight with Columbus)
Columbus: You must come! Board the boat now!
Narrator: Six Indians join Columbus on his voyage. On the route back to Spain, the weather has worsened and fierce winds batter the ships. Huge waves crash over the decks causing Columbus and his sailors to fear for their lives.
Columbus: Sailors, man your stations!
Sailors 1, 2: We are going to sink! What should we do?!
Columbus: Relax and sail these boats! We will all make it home alive.
Narrator: It is now March 15, 1493- Columbus and his crew reach Spain. Their voyage lasted 32 weeks. Columbus paid a visit to the queen and king to share his findings about the new world.
Columbus: I have found new land, and many new foods, materials and goods. I have brought six Indian people back with me to teach us their ways.
King: That’s wonderful news.
Queen: We are glad to see that you made it back safe and sound.
King: We will now name you the “Admiral of the Ocean Sea”!
Narrator: The King and Queen believe he has found a new route to the Indies however that is not the case. Columbus is now seen as a hero and will be known for the rest of time as a great explorer who discovered America.
{dramatizing.doc}

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Click and open the document below for the mini lecture on economics.
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Group Microteaching Lesson Plan
Aligned with PASS Lesson Model and Integrated with Technology
Lesson Info
Members: Brenna Sprague, Ashley Neil, Ashley Estep, Sara Roy, Kellina Keown, and Tiffany Deiter
Coordinator: Tiffany Deiter
Lesson Topic: Economics
Subject Area: Social Studies
Grade Level: 6
Time: One week
Pennsylvania Standards:
6.5.5.G: Identify the costs and benefits of saving.
6.5.3.G: Define saving and explain why people save.
6.1.6.B: Compare ways that people meet their needs with how they meet their wants. Describe how resources are combined to produce different goods and services.
6.2.6.C: Explain how advertising influences economic decisions.
6.5.6.F: Explain the role of the entrepreneur in Pennsylvania.
6.5.6.G: Identify the costs and benefits of saving.
NCSS Standards:
Time, Continuity, & Change
Production, Distribution, & Consumption
Individuals, Groups and Institutions
Power, Authority, & Governance
Essential Questions:
In what ways have past events changed United States currency?
What are some ways to manage your money properly?
Learning Objectives:
1) Students will create and use an online bank account.
2) Students will create a checkbook and properly construct checks.
3) Students will list and classify resources into groups of capital, natural, and human resources.
4) Students will recall examples of capital, natural, and human resources from specified areas in the school.
5) Students will sort and classify new examples of resources to demonstrate understanding.
Concepts and Vocabulary:
Checkbook, savings, bank account, checking account, savings account, funds, goal, allowance, resources, goods, natural resources, labor, entrepreneurship, capital
Materials:
Construction paper
8.5x11 paper
Check templates
Laptops or individual computers
Scissors
Markers
Crayons
Book/Textbooks:
How A Crayon Is Made by Oz Charles
Instruction Activity
DAY 1:
Warm-up Activity: Ask Students: Where does most of your money go?
Students have already started to collect “bear bucks”. (good behavior/excellent grade= bear buck) [Meaningful]
Form of classroom management put into place within the classroom
Students will count their bear bucks to determine their total.
__http://pbskids.org/itsmylife/games/mad_money_flash.html__ -
Game where students manage their money for 30 days
Save bear bucks for a prize
Game will prepare students for the project done in their groups.
__http://www.youtube.com/watch?v=5Z8uw1zjjiE&feature=related__
Watch the video of “Where the Money Goes” by School House Rock
Each group of students will be given a scenario: They will be told how much money they will make a month. Students will then have to figure in the following costs: [Challenging]
Rent/House payment
Electric/Water/Sewer/Cable/Internet
Food
Car payments/Car insurance/Gas
Fun activities
Answer the following questions: How much money goes toward each bill? How much money they have left over? Is there money put in a savings account? How much money is left over for fun activities?
Students will learn about how money has changed over the years.
__http://www.newmoney.gov/currency/history.htm__ This site gives information about the history of currency in the United States and how it was developed.
Students will research what the U.S. currency looked like: [Integrative] __http://www.newmoney.gov/currency/images.htm__
Students will then use the website below to create their own currency.
__http://www.newmoney.gov/newmoney/dyob/index.html__
Cross-Curricula:
Math: Counting money, solving word problems on how much money is left over
DAY 2:
Ask Students: Who here receives an allowance? What do you have to do in order to receive your allowance? What do you do with the allowance you receive?
Students will watch a School House Rock video called Money Rock to activate their prior knowledge and introduce saving and spending money. <__http://www.youtube.com/watch?v=A-kj7CnbLeo__>
Students will then create their own mock bank account using the website <__http://s2.mykidsbank.org/__>. They will utilize the online bank account to monitor their spending and savings. They will also transfer funds from their checking account to their savings account. Finally, they will make a deposit and a withdrawal online. [Value-based]
Students will practice writing a check on the internet <__http://www.themint.org/kids/writing-a-check.html__ >. [Make social studies meaningful]
Using the check template found at <__http://www.dltk-kids.com/t.asp?b=m&t=http://www.dltk-kids.com/crafts/miscellaneous/image/bchecks.gif__>
Students will create their own checkbook to manage at the teacher’s store in the classroom. When a student needs a supply, such as a pencil, crayons, scissors, etc., he or she must write a check and balance his or her check register. [Integrative: Math and Language Arts]
Students will continue to use “Bear Bucks” in the classroom.
Assessment: Formative- observe that the student’s check is written correctly each time
DAY 3:
Ask Students: Has anyone ever saved their money for something special? What were/are you saving for?
Build off of previous days teaching of check books
Discuss the issue of saving money towards a goal and that you can only spend money that you have. [Value-based]
Have students play online game about practical money skills. __http://www.practicalmoneyskills.com/games/moneymetropolis/__
Money savings game: How you have a goal to save money for something and you can earn money by working and saving your allowance. Keep in mind; you can spend some money, as well.
Give students a chance to experience a real-life example with their checkbooks. Set up a classroom store where students can buy and sell designated items that the teacher has provided. Each student will begin with $100 in their checkbooks. They all must have money left in their checkbook by the end of the day. [Active]
Cross-Curricula:
Math: Counting money, saving money, subtracting what has been spent.
DAY 4:
Ask Students: How do you think a crayon is made? Where do they come from? How are they all the same size?
Teacher will read the book How A Crayon Is Made by Oz Charles to engage students.
Watch video: __http://pbskids.org/rogers/R_house/picpic.htm__
Follow up video: Crayola Factory How crayons are made: __http://www.crayola.com/factory/preview/factory_floor/crayon_mfg.htm__
Cross Curricula:
Reading: Sharing the book “How a Crayon is Made”
Writing Activity: Have students make a list about what materials were used to make crayons. As a class, make a chart to divide the materials into natural, human, and capital resources.
Math Activity: Have the students collect data to find out student’s favorite colors from an 8 box of crayons. Have students create a bar graph from the data. [Active]
Art Project: Make/use homemade crayons [Active]
DAY 5:
Ask Students: What are advertisements you see daily or have seen before?
Following the class discussion, students will be shown this site on the smart board
<__http://www.econedlink.org/lessons/docs_lessons/645_Advertising%20is%20All%20Around%20Us2.pdf__>
As a whole class, an activity to take notice where advertisements are placed and why will be completed. [Meaningful & Active]
Using the smart board; students will look at images and notice where advertisements may be placed. <http://pbskids.org/dontbuyit/advertisingtricks/betheaddetective_1.html>
Cross-Curricula:
Science: Researching ads for animal products, medicines, and “go green” products
ASSESSMENTS:
Monitor student’s bank accounts weekly to see if they are accurately transferring, withdrawing, and depositing money
As a class, create a chart to divide the materials into natural, human, and capital resources.
Students will be assigned a project to be turned in the following week. They will design their own ad for their favorite food or toy. They will create their ad on white 8.5x11 paper. Goal: Use art and ideas to persuade classmates to buy their product.
{Social Studies Mini Lecture.doc}

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Kellina Keown
Hands-On Activity Lesson
Lesson Topic: History: US Presidents, and Presidential Cabinet
Grade Level: 5
Time: Two class periods
PA Standards:
8.3.5.C: Differentiate how continuity and change in U.S. history are formed and
operate. Politics and government
NCSS Theme:
Power, Authority and Governance
Learning Objectives:
Students will be able to explain and illustrate who was in their presidents’ cabinet.
Students will be able to demonstrate their knowledge president.
Materials:
scissors
glue
marker
pencil
lined paper
Hands-On Activity Description:
Students will first choose a president. Then research who that presidents cabinet members were.
Students must find the secretary of the treasury, secretary of state, secretary of defense, and the attorney general.
Students will then be given two copies of the cabinet template.
Each cabinet is to be cut out.
Students are to cut out the sides and bottom of each drawer on one of the copies. ( not cutting the tops)
Place the cut cabinet on top of the other template. use glue to secure the two. Do not glue the chores closed.
Students will then label the cabinet. Placing one member of the cabinet in each chore of the cabinet. Having the president at the top.
Next students will create and acrostic poem using their presidents last name.
Students are to create the poem on the lined paper provided. Once finished their poem students decorate and color their poem.
Assessment:
Students acrostic poem and cabinet display will both be collected and assessed based on the following rubric.
Not Passed
Passed
Acrostic Poem
Poem is not complete, not all letters have words or phrases. Words and phrases are not related to the topic.
Poem includes a word or phrase for each letter in the name. Words and phrases are directly related to the topic.
Presidential Cabinet
Cabinet is not labeled correctly. Cabinet chores do not open. Directions were not followed.
Cabinet is labeled with president at the top. Directions were followed correctly and all chores in project open to display the cabinet members
{hands on social studies.doc}

Walmart Project
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TCH 347 Walmart Project
Lesson Plan Author: Kellina Keown
Lesson Topic/Title: Embryology: Eggs to Chicks
Subject Ares: Social Studies, Science, Language Arts
Grade Level: 3-4
Time:
In class 3 consecutive days about an hour and a half, rotations between centers should be one half hour each.
PA Standards:
Science:
S3.A.2.1.1: Generate questions about objects, organisms, or events that can be answered through scientific investigations.
S3.A.2.1.2: Make predictions based on observations.
Social Studies:
8.1.4.C: Identify a specific research topic and develop questions relating to the research topic.
4.A.3.2.2: Use models to make observations to explain how systems work
Language Arts:
R3.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text. Note: Items may target specific paragraphs. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text.
NCSS Standards:
CULTURE AND CULTURAL DIVERSITY
PEOPLE, PLACES, AND ENVIRONMENTS
Essential Questions:
What is embryology? How does an egg become a chick?
How and why are eggs important in other cultures?
Learning Objectives:
Students will be able to demonstrate understanding of eggs within other cultures.
Students will be able to describe the fertilization and growing of a chick within an egg.
Students will be able to explain the egg hatching process
Students will be able to identify the parts of a fertilized egg.
Concept/Vocabulary:
egg-yolk-shell membrane-chick-incubator--oxygen-cell-embryo-blood vessels-
amniotic sac-allantois-fetus
Materials:
Langauge Arts Diagram for after reading
Two Rechenka’s Egg documents
Laptops or computers
Blank lined paper for note taking
Books:
Discovery Kids: Watch me Grow! Chick By: Ketchersid
A Chick Hatches By: Cole and Wexler
Instruction Procedures:
Learning station-A (Social Studies) (computers or laptops will be needed)
Day 1,2,3: Rechenka’s Eggs- Students will go to <__//http://kk9541.edu.glogster.com/////glog-8919-2990///__> and follow the links to complete activities and watch a video on the history of eggs within other cultures and Rechneka’s Eggs. ( Day 1: Video, Day 2: Ukraine Egg History, and Day 3: Worksheets)
Following completion of online component students will have completed the two worksheet activities that will be kept to be put in packet of materials from other centers. (worksheet 1 and 2)
This section will take three one half hour rotations to complete.
Learning Station-B Science (computers or laptops will be needed)
Day 1: Students will complete the virtual incubatory activity. Students must try to keep all their eggs alive and have eggs hatch.
<__//http://www.aviary.org/curric/incubator.htm//__>
Day 1: Students will then watch a video and record their observations of the chick hatching.
<__//http://www.msichicago.org/online-science/videos/video-detail/activities/the-hatchery///__>
Day 2: Using the website below students are to examine each day of the 21 day incubation process of a chick egg. Notes should be taken on key facts.
<__//http://chickscope.beckman.uiuc.edu/explore/embryology///__>
Day 3: Students on the last day of the three day cycle will complete a interactive ten question quiz. <__//http://gets.gc.k12.va.us/elementary/lifecycles/chicken_life_cycle.html//__> Students are to record their results.
This section will take three one half hour rotations to complete.
Learning Stations-C (Language Arts):
Day 1&2: Students in their rotation groups will coral read as a small group A Chick Hatches
Day 2&3: After reading students will complete the worksheet. The diagram must be labeled and completed for this assignment. Students will hold on to the completed packet which will be turned in at the completion of this three day rotation. (Worksheets can be found at the end of lesson page 3 and 4; Scrambled Egg Vocabulary and Label Egg Parts)
This section will take three one half hour rotations to complete.
Assessment:
0pts
5pts
10pts
15pts
Language Arts Worksheets
not completed or turned in
only one worksheet is complete
both worksheets are turned in
both worksheets completed, turned in and correct
Science Quiz
not completed
Score of 0-3
Score of 4-6
Score of 6-10
Glogster Worksheets
not completed
only one worksheet is complete
both worksheets are turned in
both worksheets completed, turned in and correct
{TCH 347 Walmart Project Lesson Plan.doc}

Walmart Project
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{TCH 347 Walmart Project Lesson Plan.doc}

Dramatizing SS
{dramatizing.doc}