Little House Social Studies Curriculum Guide
By Mary E. Jeffries Trafford Publishing
Copyright © 2005 Mary Jeffries
All right reserved.ISBN: 978-1-4120-6013-4Contents
Registration Information.............................5About the Author.....................................7About the Illustrator................................9Bibliography.........................................11How to Use this Guide................................13Table of Contents (Lesson Plans).....................15Activity Worksheets..................................23
Chapter One
Lesson Plan
Title: Lesson 1 - Identify Vegetables
Date: Grade: K-4
Suggested Season / Date: Autumn / September, week 1
Time: 30 minutes (approx.)
Subject: Social Studies, Interdisciplinary Activities
Learning Style / Different Multiple Intelligences: Tactile/Kinesthetic; Naturalistic Intelligence (activity could be used for all areas)
Example: touching, tasting and seeing garden vegetables
Materials Needed:
1) Little House in the Big Woods, pages 1-59
2) Little House in the Classroom, page 20
3) The World of Little House, pages 13-20
4) Inside the World of Little House, pages 43-46
5) Activities for Elementary School Social Studies, pages 7.20-7.21
6) Little House Social Studies Curriculum Guide, Activity, Performance Assessment Task, Student Scoring Guide, Teacher Scoring Guide: Lesson 1 - Identify Vegetables
Introduction:
1) Read from Little House in the Big Woods.
2) Share information about Laura's garden from other sources.
3) The purpose is to introduce what Laura and her family grew in the garden.
Major Instructional Sequence:
4) Provide information about gardening. State definitions needed.
5) Modeling: Provide examples available from garden as beets, cucumbers, squash, radishes, green peppers, tomatoes and okra. Talk about garden foods listed in story: pumpkins, squash, red and green peppers, potatoes, carrots, beets, turnips, cabbage and onions.
6) Ask question about garden vegetables for understanding.
Concluding Sequence/Closure:
7) Little House Social Studies Curriculum Guide, Activity: Lesson 1 - Identify Vegetables
Evaluation:
8) Little House Social Studies Curriculum Guide, Performance Assessment Task, Student Scoring Guide, Teacher Scoring Guide: Lesson 1 - Identify Vegetables
Alignment to State Standards:
(compare to standards shown: Arkansas)
Strand 3: Production, Distribution and Consumption
Content Standard 1: Students will demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.
Learning Expectations
PDC.1.2 Apply the concept that goods and services are limited by available resources, requiring individuals and societies to make choices.
PDC.1.8 Demonstrate an understanding of economic terms, such as production.
PDC.1.11 Determine how natural, human and capital resources are used to produce goods and services.
Activity
Title: Lesson 1 - Identify Vegetables
Sources:
1) Activities for Elementary School Social Studies, pages 7.20-7.21 Adaptation
Materials Needed:
1) assortment of vegetables such as beets, cucumbers, squash, radishes, tomatoes, okra and potatoes
2) napkins
3) paper plates
4) serving tray for vegetables
Objectives:
As a result of this activity, the student will:
* recognize a vegetable as a cultivated plant, such as root of a beet
* identify various vegetables by taste
Introduction:
1) Show and identify each vegetable.
2) Show and identify vegetables cut up into small pieces on the tray.
Major Instructional Sequence:
3) Place pieces of each kind of vegetable on a serving tray.
4) Let each student experience touching, smelling and tasting a vegetable piece.
Concluding Sequence/Closure:
5) Lead in a discussion of how the various vegetables taste. Let them describe the taste of their favorite vegetable, their least favorite and the like.
6) Give opportunity for writing descriptive statements about one or more vegetables, such as how they look, taste and feel.
7) Give opportunities for artwork where students may draw vegetables, vegetable gardens and the like.
Performance Assessment Task
Title: Lesson 1 - Identify Vegetables
Name:
Date:
Grade: K-4
Subject: Social Studies
Alignment to State Standards: (minimum of three standards, input State standards below)
Code Standard Description
Description of Performance Task: (include time, student performance, assessment)
Time: 30 minutes (approx.)
Activity: Activity will correlate with reading Little House in the Big Woods.
Task:
* Student will view and identify vegetables directly from the garden: beets, potatoes, cucumbers, squash, zucchini, tomatoes or okra (vegetables available in season).
* Student will use senses for activity: touch, smell and taste.
* Student will have opportunity for writing, descriptive sentences and artwork.
Student Scoring Guide: (attach a copy)
Teacher Scoring Guide: (attach a copy of scoring key)
Score (select one): [4] Exemplary [3] Proficient [2] Apprentice [1] Novice
Student Scoring Guide
Title: Lesson 1 - Identify Vegetables
Name:
I identified each garden vegetable.
I examined the vegetables through my senses.
I recognized the vegetable as a cultivated plant.
I differentiated between garden vegetables.
I shared what I learned about garden vegetables.
Teacher Scoring Guide
Title: Lesson 1 - Identify Vegetables
[4] Exemplary
* Appropriately contrasts vegetables directly from the garden.
* Effectively compares garden vegetables through use of senses.
* Consistently concludes between vegetable pieces on a tray.
* Creatively shares about garden vegetables.
[3] Proficient
* Reasonably deduces vegetables directly from the garden.
* Clearly differentiates garden vegetables through use of senses.
* Consistently demonstrates understanding of vegetable pieces on a tray.
* Fluently shares about garden vegetables.
[2] Apprentice
* Not clear discussing vegetables directly from the garden.
* Not much information explaining garden vegetables through use of senses.
* Inconsistent generalizing about vegetable pieces on a tray.
* Weak progression discriminating while sharing about garden vegetables.
[1] Novice
* Unclear identifying vegetables directly from the garden.
* Very little describing garden vegetables through use of senses.
* Little or no listing of vegetable pieces on a tray.
* Serious errors naming garden vegetables.
Lesson Plan
Title: Lesson 2 - Ma's Clove Apple
Date:
Grade: K-4
Suggested Season / Date: Autumn / September, week 2
Time: 30 minutes (approx.)
Subject: Social Studies, Sociology Activities
Learning Style / Different Multiple Intelligences: Tactile/Kinesthetic; Visual/Spatial Intelligences (activity could be used for all areas)
Example: touching, seeing, smelling cloves and apples
Materials Needed:
1) Little House in the Big Woods, pages 60-119
2) The World of Little House, page 21
3) Activities for Elementary School Social Studies, pages 4.12-4.13 Adaptation
4) Little House Social Studies Curriculum Guide, Activity, Performance Assessment Task, Student Scoring Guide, Teacher Scoring Guide: Lesson 2 - Ma's Clove Apple
Introduction:
1) Read from Little House in the Big Woods.
2) Share information about clove apple from other sources.
3) The purpose is to introduce a cultural Christmas gift, a clove apple.
Major Instructional Sequence:
4) Explain concept of clove apple.
5) Model and give example of clove apple.
6) Ask questions for understanding.
Concluding Sequence/Closure:
7) Little House Social Studies Curriculum Guide, Activity: Lesson 2 - Ma's Clove Apple
Evaluation:
8) Little House Social Studies Curriculum Guide, Performance Assessment Task, Student Scoring Guide, Teacher Scoring Guide: Lesson 2 - Ma's Clove Apple
Alignment to State Standards:
(compare to standards shown: Arkansas)
Strand 2: People, Places and Environments
Content Standard 1: Students will demonstrate an understanding that people, cultures and systems are connected and that commonalities and diversities exist among them.
Learning Expectations
PPE.1.1 Investigate how members of a family, school, community, state, nation and culture depend on each other.
PPE.1.2 Compare and contrast similarities and differences in cultures through a variety of experiences, such as reading, writing, drawing, role-playing, dance, music and simulation.
PPE.1.3 Analyze the contributions of various groups to community, state and nation.
Activity
Title: Lesson 2 - Ma's Clove Apple
Sources:
1) Activities for Elementary School Social Studies, pages 4.12-4.13 Adaptation
Materials Needed:
1) ½ cup whole cloves per student
2) an apple or orange (one per student)
3) toothpick (optional)
4) cinnamon
5) plastic bags (large enough for an apple)
6) ribbon or wide yarn
Objectives:
As a result of this activity, the student will:
* make a clove apple
* create a design on the apple
* identify the smell and feel of the cloves on the apple
Introduction:
1) Discuss Laura's Christmas with extended family.
2) Share different ideas that might occur in the setting.
3) Tell students they will make their own clove apple.
Major Instructional Sequence:
4) Student will hold the round part of the clove and stick the stem in to the apple.
5) Student will continue to design the apple with cloves.
6) Student will wrap ribbon around the clove apple for hanging.
7) Student will put cinnamon in plastic bag.
8) Student will display in a plastic bag to later be used for smelling good in a closet.
Concluding Sequence/Closure:
9) Let each student show their clove apple and tell about their design.
10) Display the clove apples on a shelf.
Performance Assessment Task
Title: Lesson 2 - Ma's Clove Apple
Name:
Date:
Grade: K-4
Subject: Social Studies
Alignment to State Standards: (minimum of three standards, input State standards below)
Code Standard Description
Description of Performance Task: (include time, student performance, assessment)
Time: 30 minutes (approx.)
Activity: Activity will correlate with reading Little House in the Big Woods.
Task:
* Student will identify and understand uses of clove apple.
* Student will organize cloves on an apple.
* Student will share about the design on the clove apple
* Student will display clove apple
Student Scoring Guide: (attach a copy)
Teacher Scoring Guide: (attach a copy of scoring key)
Score (select one): [4] Exemplary [3] Proficient [2] Apprentice [1] Novice
Student Scoring Guide
Title: Lesson 2 - Ma's Clove Apple
Name:
I identified the smell and feel of cloves and apples.
I demonstrated a clove apple by using cloves on an apple.
I organized a pattern using cloves on an apple.
I shared about my design of the clove apple.
I displayed my clove apple.
Teacher Scoring Guide
Title: Lesson 2 - Ma's Clove Apple
[4] Exemplary
* Consistently concludes that cloves on an apple creates a clove apple.
* Handles well designing a pattern of cloves on an apple.
* Contains few errors summarizing a design of cloves on an apple.
* Effective display of a clove apple.
[3] Proficient
* Clearly illustrates that cloves on an apple creates a clove apple.
* Generally uses and demonstrates a pattern of cloves on an apple.
* Appropriately shares a design of cloves on an apple.
* Reasonable display of a clove apple.
[2] Apprentice
* Not much information explaining that cloves on an apple creates a clove apple.
* Inconsistent creating a pattern of cloves on an apple.
* Not too clear discussing a design of cloves on an apple.
* Not elaborate display of a clove apple.
[1] Novice
* Lacks evidence describing that cloves on an apple creates a clove apple.
* Very little understanding a pattern of cloves on an apple.
* Unclear selecting a design of cloves on an apple.
* Random display of a clove apple.
Lesson Plan
Title: Lesson 3 - Square Dancing
Date:
Grade: K-4
Suggested Season / Date: Autumn / September, week 3
Time: 30 minutes (approx.)
Subject: Social Studies, Interdisciplinary Activities
Learning Style / Different Multiple Intelligences: Tactile/Kinesthetic; Musical/Rhythmic Intelligences (activity could be used for all areas)
Example: hands on moving, dancing and touching/listening to music, sounds, rhythms and patterns
Materials Needed:
1) Little House in the Big Woods, pages 120-179
2) Little House in the Classroom, page 35
3) Song: "The Arkansas Traveler"
4) The Complete Book of Square Dancing
5) Activities for Elementary School Social Studies, pages 7.3-7.4
6) Little House Social Studies Curriculum Guide, Activity, Performance Assessment Task, Student Scoring Guide, Teacher Scoring Guide: Lesson 3 - Square Dancing
Introduction:
1) Read from Little House in the Big Woods.
2) Discuss square dancing, spaces, sounds and rhythms.
3) The purpose is to learn and participate in square dancing.
Major Instructional Sequence:
4) Provide information about Laura's extended family having a party and square dancing.
5) Modeling square dancing.
6) Ask questions for understanding.
Concluding Sequence/Closure:
7) Little House Social Studies Curriculum Guide, Activity: Lesson 3 - Square Dancing
Evaluation:
8) Little House Social Studies Curriculum Guide, Performance Assessment Task, Student Scoring Guide, Teacher Scoring Guide: Lesson 3 - Square Dancing
Alignment to State Standards:
(compare to standards shown: Arkansas)
Strand 2: People, Places & Environments
Content Standard 1: Students will demonstrate an understanding that people, cultures and systems are connected and that commonalities and diversities exist among them.
Learning Expectations
PPE.1.2 Compare and contrast similarities and differences in cultures through a variety of experiences, such as reading, writing, drawing, role-playing, dance, music and simulation.
PPE.1.4 Use student, family and community resources to recognize and understand the ethnic, racial and religious diversity of the United States.
PPE.1.5 Analyze the effects of interactions between people and their environment.
Activity
Title: Lesson 3 - Square Dancing
Sources:
1) Activities for Elementary School Social Studies, pages 7.3-7.4 Adaptation
Materials Needed:
1) Carpet squares
2) Square dance partner
3) The Complete Book of Square Dancing
Objectives:
As a result of this activity, the student will:
* Determine spatial relationship to objects and other people.
* Describe self in spatial relationship to objects and other people.
* Use carpet squares to verify spatial relationships.
Introduction:
1) Determine carpet square spacing for partners and others for square dancing.
2) Each time will be stepping around the spacing.
3) Look at the spacing between squares and partner.
4) Have students identify the relationships between squares and partner.
Major Instructional Sequence:
5) Determine where squares should be placed to form square dance.
6) Make sure all students have opportunity to step in special areas.
7) Look at squares for spacing, forming the square for square dancing.
8) Have students identify spacing for partners for square dancing, each having their own space.
Concluding Sequence/Closure:
9) Place groups of eight students on carpet squares and let them practice square dancing to the music.
10) Let groups perform and share about square dancing.
Performance Assessment Task
Title: Lesson 3 - Square Dancing
Name:
Date:
Subject: Social Studies
Grade: K-4
Alignment to State Standards: (minimum of three standards, input State standards below)
Code Standard Description
Description of Performance Task: (include time, student performance, assessment)
Time: 30 minutes (approx.)
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Excerpted from Little House Social Studies Curriculum Guideby Mary E. Jeffries Copyright © 2005 by Mary Jeffries. Excerpted by permission of Trafford Publishing. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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