Kindergarten

Theme-Based Lessons for Social Studies

for Unit 3:
Families Everywhere

Me and My Family Tree

and
Me On The Map

Aligned with the Common Core State Standards in

Reading, Speaking & Listening, and Language
and the
Maryland State Social Studies Curriculum Standards

Written & Prepared for:

Baltimore City Public Schools
Summer 2014

Overview
Introduction to the Lessons:
In these lessons, kindergarten students will strengthen their comprehension by working
with teacher support on texts within the kindergarten band of complexity as defined by
the authors of the Common Core State Standards (CCSS). The anchor texts selected for
Theme-Based Lessons for Social Studies can be implemented during the reading portion
of the literacy block. Follow-up lessons should be implemented during designated
Social Studies blocks.

Students will grapple with complex texts through interactive read-alouds and learning
how to "Think Like A Historian" through Social Studies extension activities. In these
contexts, students will participate in text-based conversations and discussions – with
partners, in small groups, and in whole class settings. Text-dependent questions and
Social Studies skills and processes will be integrated throughout the lessons.

We encourage teachers to follow an inquiry-based approach when implementing

Theme-Based Lessons for Social Studies. This approach will allow students to not only
engage with content, but also to deepen the understanding of key concepts, build
critical thinking skills, evaluate sources, make conclusions, improve comprehension, and
construct opinions supported by evidence and primary sources.

Social Studies Goals:

In the lessons for Unit 3, students will be supported as they learn to:
 Think like a historian
 Identify roles and relationships within a family
 Identify similarities and differences among family members
 Use a map or globe to identify various countries
 Identify similarities and differences among shelters around the world
 Identify various shelters and their cultural/climate specific characteristics

Reading Goals:
In the Lessons for Unit 3, students will be supported as they learn to:
 Pay close attention to what a text says
 Strategically ask questions before, during, and after reading
 Apply prior knowledge to new information
 Acquire new vocabulary
 Strategically ask questions before, during, and after reading

Common Core State Standards (CCSS):

The lessons are closely aligned with the CCSS College and Career Readiness Anchor
Standards for Reading, Speaking and Listening. Specifically, the following standards will
be addressed:

● Reading Standards for Literature (RL): 1, 2, 7 and 10

○ RI.K.1 With prompting and support, ask and answer questions about key
details in a text.
 ○ RI.K.2 With prompting and support, identify the main topic and retell key
details of a text.
○ RI.K.7 With prompting and support, describe the relationship between
illustrations and the text in which they appear (e.g., what person, place,
thing, or idea in the text an illustration depicts).
○ RL.K.10 Actively engage in group reading activities with purpose and
understanding.
● Speaking and Listening Standards (SL): 1
○ SL.K.1 Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and
larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and
taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
● Language Standards (L) 5 and 6
○ L.K.5 With guidance and support from adults, explore word relationships
and nuances in word meanings.
○ L.K.6 Use words and phrases acquired through conversations, reading and
being read to, and responding to texts.

Comprehension Strategies1 for the Lessons in Unit 3:

 Saying what the text means: recast meaning of a sentence, paragraph, or series
of paragraphs in their own words
 Focused reading – questioning during and after reading: use questioning to
scaffold student understanding of a text and to think critically about it
 Making ideas cohere: link ideas and infer relationships; understanding
connecting words and phrases; keeping track of substitute words; understanding
pronoun references

Maryland State Curriculum Social Studies Standards:

2. Peoples of the Nation and World
A. Elements of Culture
1. Identify similarities and differences in people’s characteristics, habits, and living
patterns to describe how they meet the same human needs.
a. Use experiences such as class trips, classroom visitors, stories and
electronic media, to give examples of different choices people make
about meeting their human needs for food, clothing, shelter and other
commonalities such as recreation, stories and music
b. Give examples of qualities, such as customs, interests, skills and
experiences that make individuals and families in their immediate
environment unique.
C. Conflict and compromise
1. Demonstrate how groups of people interact
a. Identify, discuss and demonstrate appropriate social skills, such as listening
to the speaker, taking turns, settling disagreements and reaching
compromise at home and in school.

3. Geography

1
Instructional strategies for reading selected from Literacy Navigator, America’s Choice, Pearson Education, 2011
 A. Using Geographic Tools
1. Identify and describe how a globe and maps can be used to help people locate
places
a. Describe a globe as a model of Earth showing land and water
b. Describe how maps are models showing physical features and/or human
features of places
c. Identify a location by using terms such as near-far, above-below, and here-
there
d. Identify pictures and photographs that represent places on a map such as, a
playground and a fire station
B. Geographic Characteristics of Places and Regions
1. Describe places in the immediate environment using natural/physical and human-
made features
a. Recognize physical features as landforms and bodies of water using
photographs and pictures
b. Identify land forms, such as mountains and hills, and bodies of water, such as
oceans, rivers, and streams
c. Using photographs and pictures, recognize human-made features as
modifications people have made to the land
d. Identify human-made features, such as buildings, sidewalks, streets, and
bridges
C. Movement of People, Goods and Ideas
1. Describe how transportation and communication link people and places
a. Identify ways that people travel on land, water, and air
b. Explain how transportation is used to move goods and people from
place to place
c. Identify ways that people communicate messages
D. Modifying and Adapting to the Environment
1. Describe how people adapt to and modify their immediate environment
a. Identify ways people adapt to the environment, such as wearing
clothing that is appropriate to the weather
b. Identify ways that people change their environment to meet their
needs, such as planting crops or cutting forests
6. Social Studies Skills and Processes
A. Learn to read and construct meaning about social studies
B. Learn to write and communicate Social Studies understandings
C. Ask Social Studies Questions
D. Acquire Social Studies Information
E. Organize Social Studies information
F. Analyze Social Studies Information
G. Answer Social Studies Questions

Instructional Approach:
The following teaching routines are used in the lessons:

 Interactive read-aloud is a teaching context in which students are actively

listening and responding to an oral reading of a text. The teacher selects and
reads the text aloud; the students listen. In an interactive read-aloud, the
teacher pauses at significant points to ask students for comments and invite brief
discussion. Student talk is encouraged as a method for deepening
comprehension.
 Partner work is used throughout the lessons. When matching students, teachers
should consider the academic and social needs of their students. In some
instances, it is ideal for students to be matched with a peer of similar academic
level. At other times, it is best for students to be matched with a more skillful peer.
It is most important for teachers to match students so that optimum learning can
occur.
 “Turn and talk” is a frequent partner activity used in the lessons. Turn and talks are
brief moments during the lesson when students are given an idea or question to
ponder. The teacher will ask students to first think about the question or idea in
silence. Then students are asked to “turn and talk” to their partner to discuss their
thinking. This technique fosters comprehension as students talk through their
ideas and questions.
 Unit 3: Families Everywhere
Me and My Family Tree
Me On The Map
Overview
● 9 Lessons
○ 2 Whole Group (WG)
Interactive Read Aloud
(15-20 minutes each)
○ 7 follow-up lessons,
focused on Social Studies
Skills, Processes, and
Content (15-20 minutes
each)
○ End-of-Unit Task
Lesson Sequence & Teaching Structure
Lesson 1 WG – Interactive Read-aloud - Me
and My Family Tree by Joan
Sweeney.
Teacher guides discussions about
families. What is a family?
Lesson 2 Who's in a family?
Students learn to "Think like a
historian" by creating a family tree
chart and vocabulary cards.
Student can discuss the
relationships of relatives by using
pictures of the teacher's family
members to be posted on the
chart.
Lesson 3 How are family members similar
and different? Students turn and
talk to discuss how to sort family
member groups on a T-chart to
reinforce vocabulary words
(male/female and young/old).
Lesson 4 What do family members do
together? Students will conduct
conversations with classmates to
survey and gather data to convert
to a web graphic organizer format.
Lesson 5 WG – Interactive Read-aloud – Me
on the Map by Joan Sweeney
Teacher guides discussions about
maps.
Lesson 6 Where am I on the map? Students
become familiar with a variety of
maps by identifying our location on
the various maps. We will also
understand the use of different
maps for different purposes.
Lesson 7 Where are we in the world?
Students use a blank world map to
locate the United States of America
by coloring and labeling it.

Lesson 9
End-Of-Unit
Task
Additional Unit Resources
RAN chart
Map
Globe
Google Maps access
Google Earth
www.UnitedStreaming.com :
- Everybody Needs: Shelter
- How Location Affects Life:
Different Areas, Climate,
Latitude, and Longitude
- Understanding Maps: Key to
Everywhere
Me on the Map by Joan
Sweeney
Lesson 8 Where do ancestors come from?
Students learn to "think like a
historian" with the use prior
knowledge and acquired
knowledge of places in the world.
Students can research where
families can come from using maps
and photos.
How do you know...? Students will
analyze and discuss the relationship
between characters and their
ancestry in other classroom books
by making connections, using prior
knowledge, and using vocabulary.
Students learn to "Think like a
historian" to complete a family tree
ancestry project at home. This will
also include location of ancestors
on a map.
Field Trip Opportunities
Family Feast (in school gathering) Have families
submit and cook favorite recipes for a classroom
feast of different foods (from around the world)
Community Walk (locate homes of classmates,
create a map of the school community)
 Me And My Family Tree
By Joan Sweeney
Text Analysis
Genre ● General fiction
Level  Grade Level Equivalent = 1.8
 Lexile = 160L
 F&P=I
Text Structure ● Descriptive
Content  A young girl describes her family using her own childlike
drawings, and diagrams to explain how the members of
her family are related to each other and to her
Theme and Ideas  Family life
 Relatives

Language and ● Simple language

Literary Features
Vocabulary
● (see below)
(see list below)
Illustrations ● Clear, colorful illustrations
Book and Print  Child-like drawings
Features  Diagrams
Vocabulary
*Important Note: The vocabulary highlighted below is only for teacher
purposes in understanding the level of complexity of the specific text. It is not
intended that teachers teach every word or phrase noted in this section.
Technical heritage, culture, ancestor, tradition, relative, related, member,
Vocabulary (Tier III female, male, similar, alike, different, young, old,
words):

Vocabulary to
reinforce (Tier II sister, brother, mother, father, aunt, uncle, niece, nephew,
words): cousin, grandma, grandpa, step...

Phrases worth
studying: history, historian, past, photograph, artifact, analyze
 Me and My Family Tree by Joan Sweeney
Unit 3, Lesson 1: Interactive Read Aloud
CCSS Addressed
RI.K.1, RI.K.7, SL.K.1, L.K.5
Lesson Motivation
Teacher shows a multicolored chain link
to describe what related means having
each link stand for a different family
member.
Ongoing Assessment
 Observation of partner discussions
 Contributions to conversation norms
Agenda
1. Text Introduction
2. First Read
1) 1st stopping point
2) 2nd stopping point
3) 3rd stopping point
4) 4th stopping point
3. Wrap up
4. Next Move in City Schools’
Instructional Model
Recommended Vocabulary
Words/phrases for teachers to highlight
and reinforce for students in order to
make them useful in speaking (may also
be used in Morning Message and
“Conversation Station”):
related, member, relative, connected
During this initial read, highlight and
quickly define these words so that
students get the gist of the concept. In
subsequent readings there will be time
to redefine key vocabulary and go
Maryland State Curriculum Social Studies
Standards
K.6.0.E.2.c, K.6.0.F.1.c, K.6.0.D.1.c, K.6.0.D.2.c
Compelling Questions
 What is a family?
 Who am I in a family?
How are different family members
related?
 How can a family tree help us
organize relatives?
 How can families be different?
Teaching Notes
During this lesson the teacher has the
text. Students will have opportunities
for turning and talking, so norms for
conversations should be established
prior to this session. The goals for this
lesson are for students to hear the
story in its entirety, be introduced to
the main idea, and recall key details
from the text.
Materials
1. Me and My Family Tree, by Joan
Sweeney
2. Vocabulary labels on index cards
3. Photos of own family
4. Large chart for a family tree
diagram
5. Markers
6. Tape
7. Multi colored chain link math
manipulatives hooked together
deeper with phrases/expressions.
Text Introduction
Today we will be reading a book called Me and My Family Tree, by Joan Sweeney
to learn about a girl’s family members and how they are related. The people in her
family are called relatives. Think about who your relatives are. As we look at the
illustrations, we will notice that some relatives will be young and some relatives will
be old and we will learn their names. Let’s read to see how the girl will use a tree
diagram to show how each relative is connected and related. When we are done
reading, we can make a family chain for each relative.
First Read
Read pages 1-3. Then say:

So far the book has shown us the girl’s parents and brother. I wonder what other
relatives she will add to her family tree. Think about the people in your family.
Turn and talk to a partner to predict the other family members she will add to her
tree.

Give students a few moments to discuss their thinking. Check for understanding
1st stopping point

by listening in as partners share their ideas. Have 2 or 3 students share out their
thoughts.
Possible Student Responses Teacher Responses

 She will add her aunts.
 She might add her
grandparents.
 How are her aunts related to her? Tell
me more about how aunts are
related.
 Tell me how her grandparents are
related to her. How are her
grandparents related to her parents?

Read through pages. Then say:

Think about the text and illustrations we have seen. What do you notice about her
2nd stopping point

family tree now that she is finished? Turn and talk to a partner. Why did the girl
draw the lines on her family tree? Turn and talk to your partner to describe why
the girl drew those details.

Give students a few moments to discuss their ideas. Check for understanding by
listening in as partners share their ideas. Have 2 or 3 students share out their
thoughts so far.
Possible Student Responses Teacher Responses
  She has a big family.  What in the book helped you
understand that?
 She does not have a sister
 How are her family members like your
like I do.
family members? How are they
different?
 She wanted to show how
her relatives are  How are her relatives similar to yours?
connected.
 How is she connected to her
 Her grandma had her grandma?
mommy and her mommy
 How can you show that with links?
had her.
Read and stop on the page with multiple photographs. Then say:
The author Joan Sweeney writes that “everyone in the world has a family tree”.
What do you think that the author wants us to understand when we read these
words and see these pictures. Turn and talk to your partner.
3rd stopping point

Give students a few moments to discuss their thinking. Check for understanding
by listening in as partners share their answers. Have 3-4 students share out their
ideas.
Possible Student Responses Teacher Responses

 Families can be different  What details do the illustrations show

sizes to support that idea?
 Families can be from  Can you explain what you mean?
different countries. What pictures help you understand
 Families can look different that?
from each other.
Read through the end. Then say:
How does the girl spend time with all of her relatives?

Give students a few moments to discuss their ideas. Check for understanding by
4th stopping point

listening in as partners share their ideas. Have students share out their thinking.
Possible Student Responses Teacher Responses

 They get to eat food and  What other types of activities are her
have a picnic together. relatives doing at the picnic?
 What details from the book help you
 The girl and her family will understand that idea?
take pictures.  What are other ways families can
spend time with each other?
Wrap Up
Have select students help summarize what they have learned. Have students count
the number of relatives in her family on the family tree. Have students turn and talk to
discuss if they have more or less relatives in their family and how they know using family
vocabulary. Tell students that they will be working again with this text.
Modifications/Accommodations
(Teacher inserts student specific modifications/accommodations as written in any IEPs.)
 Me and My Family Tree by Joan Sweeney
Unit 3: Lesson 2
Who’s in a family?
Maryland State Curriculum Social Studies
CCSS Addressed
Standards
RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, K.6.0.E.2.c, K.6.0.F.1.c, K.6.0.D.1.c,
and L.K.6 K.6.0.D.2.b
Lesson Motivation Compelling Questions
 What can we call our relatives?
Teacher shares photos of his/her own  How are different family members
family using family vocabulary. related?
Teacher shows historic photos of a  How can a family tree help us
Baltimore Family. organize relatives?
 How can families be different?
 What is a historic photograph?

Ongoing Assessment
 Observation of partner discussions during turn and talks
 Observation of partner discussions during the closing relative chain linking activity
Agenda (Lesson Sequence) Teaching Notes
1. Motivation In this lesson, students will practice
2. Compelling Question answering questions about specific details
3. Guided Practice from the text. Teachers may opt to record
4. On-going Assessment student thinking in three areas: a) the
5. Send off questions students asked; b) the answer
students gave; and/or c) the connections
students made to illustrations or words in
the text.
Materials
1. Me and My Family Tree, by Joan
Sweeney
2. Vocabulary labels on index cards
3. Photos of own family
4. Large chart for a family tree diagram
5. Marker
6. Tape
Guided Practice
Today we will be making observations when looking at photos to gather information
about the relationship between different relatives.

If we leaf through the book Me and My Family Tree, you will see how the girl named
family members and drew lines to show how they are related to her and others.

Today I will show you how I can create a family tree on this chart by adding names and
my own family photos.
This is a picture of me that I will start with. Here are my sisters, these are my parents,
these are my mother's sisters, these are my father's brothers, these are my cousins that
are my aunt's and uncle's children, these are my grandparents which are my parent's
parents.

I can draw lines to show how we are related.

How is my family tree similar to the one in the book Me and My family Tree? How is it
different? Turn and Talk to share your ideas.

Have students share out.

Me and My Family Tree by Joan Sweeney

Unit 3: Lesson 3
How are family members similar and different?
Maryland State Curriculum Social Studies
CCSS Addressed
Standards
RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, K.6.0.E.2.c, K.6.0.F.1.c, K.6.0.D.1.c,
and L.K.6 K.6.0.D.2.b
Lesson Motivation Compelling Questions
Teacher shares photos of his/her own  How are family members similar and
family using family vocabulary pointing different?
out similarities and differences.

Ongoing Assessment

 Observation of partner discussions

 Contributions to conversation norms
 Students will draw a picture of two families showing how they are the same but
also how they are different.
Agenda (Lesson Sequence)
1. Motivation
2. Compelling Question
3. Guided Practice
4. On-going Assessment
5. Send off
Teaching Notes
In this lesson students will practice
answering questions about specific details
in photographs to describe how family
members are similar and different. Students
will analyze photos and turn and talk.
Students will draw two families and show
how they are same and different
independently.

Materials
1. Me and My Family Tree, by Joan
Sweeney
2. Vocabulary labels on index cards
3. Photos of own family
4. Lesson 3 PowerPoint
 5. Drawing Paper
6. Crayons
7. Pencils
Guided Practice
Today we will be analyzing photographs to gather information about the similarities and
differences between relatives and families.

Similar means the same in some way

Different means not the same.

Let's analyze my family photo first. (Name the people and tell their relationship to you.
Compare yourself based on size, age, and interests.)

If we leaf through the book Me and My Family Tree, you will see how the girl is similar
and different from her family members.

How is the girl similar to her mother? Turn and talk to your partner. Have 2-3 students
share out.

How is the girl different from her brother? Turn and talk to your partner. Have 2-3
students share out.

When we look at her family tree, we will see that some relatives are young and some
relatives are older. Some relatives are males and some relatives are females. When
looking through the pages of the book we can see how some family members like to
cook while others like to take pictures.

Who is similar to you in your family and how? Turn and Talk. Have 2-3 students share
out.

Let's see photos of relatives.

Show the Lesson 3 PowerPoint Presentation.

Send off:
We have learned how families and family members can be similar and different.

Now you will draw a picture of two families showing how they are the same but also
how they are different.
 Me and My Family Tree by Joan Sweeney
Unit 3: Lesson 4
What do family members do together?
CCSS Addressed Maryland State Curriculum Social Studies
Standards
RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, K.6.0.E.2.c, K.6.0.F.1.b, K.6.0.D.1.c,
and L.K.6 K.6.0.D.2.b, K.5.0.A.2.b, K.5.0.A.2.c
Lesson Motivation Compelling Questions
Students will observe and discuss photos of  What do family members do
families of the past to find out what together?
families do together.  What can we learn about families
from the past by looking at photos?
Ongoing Assessment

 Observation of partner discussions

 Contributions to conversation norms
 Have students use the web template to answer the question: What do family
members do together by analyzing and discussing photographs and sharing
prior knowledge.
Agenda (Lesson Sequence) Teaching Notes
1. Motivation In this lesson students will explore what
2. Compelling Questions families can do together. Students will
3. Guided Practice describe current and historic photos with
4. On-Going Assessment classmates. Students can also share their
5. Send Off prior knowledge to compile data for a
web graphic organizer.

Materials
 Me and My Family Tree, by Joan
Sweeney
 Lesson 4 PowerPoint
 Enlarged Web Template
 Markers
 Individual Web Templates for
Children
 Crayons
 Pencils

Guided Practice
Today we will be making a web to show all kinds of activities that family members can
do together. We will use our prior knowledge of family activities and then we will
analyze historic photographs of families to get more information.
If we leaf through the book Me and My Family Tree, we will see how the girl and her
family members came together to share in a picnic. We can add that activity to the
web.

Turn and talk to you partner to discuss what family members do together? (Have 2-3
students share out and draw the activities on the large class web)

I am thinking about some things my family members and I have done before in the past
and I am taking a photograph in my mind. I wonder if families long ago did the same
thing we do today with each other.

We are going to think like a historian by asking a question, analyzing photographs, and
answering the question with our findings.

What can we learn about families from the past by looking at photos?

Show Lesson 4 PowerPoint to view photos

Show the photographs giving credit to the source and paying attention to details.

Take some time to think about how some activities are different and why. Turn and Talk
to your partner(Have 2-3 students share out for each photograph).

Have students recall the details from the historic family photographs to add to the large
shared web.

Why is it important for families to do things together? Turn and Talk. Have 2-3 students
share out.

Send Off
Have students create their own family activities webs.

Tell students we may look at more photographs in our next lessons as we learn about
family homes.
 Me on the Map
By Joan Sweeney
Text Analysis
Genre ● Informational
Level  Grade Level Equivalent = 1.7
 Lexile = 280L
 F&P=J
Text Structure ● Descriptive
Content This text explores various maps and how one girl finds
herself on each of these maps.
Theme and Ideas  Geography
 Maps

Language and
● Short sentences
Literary Features
Vocabulary
● Grade level text
(see list below)
Illustrations ● Vivid illustrations support descriptive text
Book and Print  Very student friendly text that encourages and
Features demonstrates interaction with maps.
Vocabulary
*Important Note: The vocabulary highlighted below is only for teacher
purposes in understanding the level of complexity of the specific text. It is not
intended that teachers teach every word or phrase noted in this section.
Technical Geography, geographer
Vocabulary (Tier III
words):

Vocabulary to
reinforce (Tier II Town, state, country, world, earth, continent
words):

Phrases worth
studying:
 Me on the Map by Joan Sweeney
Unit 3 Lesson 5
Interactive Read Aloud
CCSS Addressed Maryland State Curriculum Social Studies
Standards
RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, K.6.0.E.2.c, K.6.0.F.1.c, K.6.0.D.1.c, K.6.0.D.2.c,
L.K.6 K.3.A.1, K.3.B.1

Lesson Motivation Compelling Questions

Display a map and ask students, “What  Why do people use maps?
is this and what do we use it for?”  Are you on a map?
 Are all maps the same?
Display a GPS on a phone or computer
and explain that a GPS serves the same
purpose as a map. When I want to
locate or find a place, I can use a map!

Ongoing Assessment

 Observation of partner discussions

 Contributions to conversation norms

Agenda Teaching Notes

5. Text Introduction During this lesson the teacher has the text.
6. First Read Students will have opportunities for turning
5) 1st stopping point and talking, so norms for conversations
6) 2nd stopping point should be established prior to this session.
7) 3rd stopping point The goals for this lesson are for students to
8) 4th stopping point hear the story in its entirety, be introduced
7. Wrap up to the main idea, and recall key details
8. Next Move in City Schools’ from the text.
Instructional Model

Recommended Vocabulary Materials

Words/phrases for teachers to highlight  Me on the Map, by Joan Sweeney
and reinforce for students in order to  Vocabulary labels on index cards
make them useful in speaking (may also  Photos of own house
be used in Morning Message and  Map
“Conversation Station”):  GPS (smart phone or computer)
 Chart paper
House, street, Town, community, city,  Markers
state, country, continent, earth
During this initial read, highlight and
quickly define these words so that
students get the gist of the concept. In
subsequent readings there will be time
to redefine key vocabulary and go
deeper with phrases/expressions.

Text Introduction

Today we will be reading a book called Me on the Map, by Joan Sweeney to learn
about maps. The girl in this text seems to be a map expert! She shows us many
maps throughout this book. Let’s read to learn about the different types of maps
that people use and how they may help us learn.

First Read
Read pages 1-3. Then say:

This book is pretty interesting! The girl in this story is a great artist! She was able to
look at the things in her bedroom and draw a map to represent those things. It’s
almost like she was a bird looking down from the ceiling! She even included
herself in the map of her room. If you were to draw a map of your room, what
would you include on it?
1st stopping point

Give students a few moments to discuss their thinking. Check for understanding
by listening in as partners share their ideas. Have 2 or 3 students share out their
thoughts.
Possible Student Responses Teacher Responses

 Various items including bed,  Tell me about the biggest things

dresser, toys, etc.
 My room looks like that.
that would be on a map of
your room.
 What might be the smallest
thing on the map of your
room?
 How is your room similar and
different than the girl in this
text?
 Read through page 7. Then say:

It is interesting how she has so many different kinds of maps! The first map was of
her room, then her house, and her street and now her town! Each map has more
and more information on it. When I look at the map of her town I see a school,
bank, shopping center. It even has the name of her town ‘Pleasant Grove’. That
makes me think about the town or city we live in, Baltimore. What are some
things we may find if we looked at a map of Baltimore? Turn and talk to a partner.

Give students a few moments to discuss their ideas. Check for understanding by
listening in as partners share their ideas. Have 2 or 3 students share out their
thoughts so far.
2nd stopping point

Possible Student Responses Teacher Responses

 They would find schools, parks,
shopping center, church, etc.
 Tell me more about some of the
places you would see on a map of
Baltimore. What
stores/parks/churches would you
see?

 People, trees, rivers  Maps may or may not show

people on them (usually not) but
they do show places where
people go. Tell me about some
places people go to in Baltimore?

 There are words on a map.  I do see words on the map. What

do you think the words tell us on a
map?
Read through page 11. Then say:

Hey! We live in the United States of America too! We can find our state on this
map! Her state was Kansas (point to Kansas). We do not live in Kansas but we
3rd stopping point

can find our state right over here by the water or the Atlantic Ocean! The picture
of her country or our country that she shows us on the previous page (10) has lots
of buildings, mountains, rivers and trees. Why do you think all of these things are
not on the map of the United States of America?

Give students a few moments to discuss their thinking. Check for understanding
by listening in as partners share their answers. Have 2-3 students share out their
ideas.
Possible Student Responses Teacher Responses
  It will not fit on the map.  There are so many things we could
 It’s too much! show on a map of the USA so
when someone makes a map they
think about who will use the map
and why they need the map. Why
may someone use a map of the
USA like this? How does it help
someone to use a map like this?
 It’s not real.  When we look at a map it is not
really a picture of the land. Why
can’t we just use a picture of the
USA? What would be different
about a picture of the USA and a
map of the USA?
Read through the end. Then say:
There were so many maps that she used in this text yet she could find herself on
all of them! We all have our own special place on a map.

The teacher should chart the idea that follows using concentric circles to
represent room, house, street, city/town, country and earth from smallest to
largest.

We have a room, in a house, on a street, in a city or town, in a country on this

earth! We could make or use a map for any of these places. Why do people use
maps?
4th stopping point

Give students a few moments to discuss their ideas. Check for understanding by
listening in as partners share their ideas. Have students share out their thinking.

Possible Student Responses Teacher Responses

 To go somewhere.  How does a map help you get

somewhere? Where would you
go that you may need a map?
 To find a place.  Tell me more. What else could
you do if you didn’t know how to
get somewhere?
 To look at it.  Would you be able to make a
map that someone could use?
Describe some things that would
be on your map.
Wrap Up
Have several students help summarize what they have learned. Have students explain
that there are different kinds of maps for different purposes. Have students turn and talk
to discuss why all of the maps were not the same. Tell students that we will be using this
text again with a map to better understand where we are located on a map.
Modifications/Accommodations
(Teacher inserts student specific modifications/accommodations as written in any IEPs.)
 Lesson 6: Social Studies Lesson
Me on the Map by Joan Sweeney
Maryland State Curriculum Social Studies
CCSS Addressed
Standards
RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, and K.6.0.E.2.c, K.6.0.F.1.c, K.6.0.D.1.c,
L.K.6 K.6.0.D.2.b, K.3.A.1, K.3.B.1

Lesson Motivation Compelling Questions

Teacher will display a map and/or globe
and explain that these are tools used to  Where do we live?
study the earth or “geography” just like the  Who uses a map/globe?
girl in the text we read Me on the Map.  How can a map help us
understand?
When we use a map we have to
understand that water is usually shown with
the color blue and the other areas would
represent land.

Define “geography” as the study of the

earth’s surface including mountains,
deserts, rivers and oceans. “Geographers”
are scientists who study geography and are
interested in ways people affect and are
affected by the natural world.
Ongoing Assessment
 Observation of partner discussions
 Contributions to conversation norms
 Geographic reasoning

Agenda (Lesson Sequence) Teaching Notes

1. Motivation This is an introduction to geography including
2. Compelling Question use of maps/globes to make inferences about
3. Guided Practice people. With this first encounter it is important
4. On-going Assessment to take time to explain the term geography as
well as the tools involved (maps, globes,
5. Send off
Google maps, etc.) .

We will refer to the students as “geographers”

as they use maps.

This unit will coincide with the writing unit on

maps in the alignment document so there
should be a foundation in the basic
understanding of maps before this lesson.
Materials
 Me on the Map, by Joan Sweeney
World map and/or globe
Power Point

Lesson6.pptx

Vocabulary labels on index cards:

geography, geographer, globe, map
Stickers or small sticky notes
Optional:
You may use www.Googlemaps.com to
locate the countries and save the
locations to view later. This works best in
Google Chrome browser.

Guided Practice
Today we will be geographers using a map/globe and our text Me on the Map to
identify where we are on the map just as the girl did in our text.

Revisit the story and discuss the map of her room and her house. Explain that when
construction workers build houses they use blueprints which are like a map of a house.
Explain that we do not have a map of our room but we could create one just as the girl
in the text did if we chose to.

Turn to the page with the map of the town. Explain that a town is similar to a city and
we live in the city of Baltimore. Display the Power Point that includes the map of
Baltimore City.

Discuss the similarities from the map in the text of her town and the map of Baltimore
City. Locate where your school can be found on the map of Baltimore City. Explain
that there can be several different kinds of maps and this is a city map that could be
used to locate areas of our city.

Reference concentric circle poster to explain that Baltimore City is smaller than the
state we live in, Maryland. We can find the city of Baltimore on a map of Maryland.

Locate Baltimore on the map of Maryland and discuss how Maryland is a large state
and Baltimore is just one town in our state.

Reference concentric circle poster to explain that Maryland is smaller than the country
we live in, The United States of America. We can find our state on a map of our country
The USA.

Locate Maryland on the map of the USA and discuss how Maryland is one state in our
country the USA.

Ask students how maps are similar and different by turning and talking to partner. Share
ideas.

Close lesson by referencing concentric circle poster to review the various places we live
(Baltimore, Maryland, USA). Explain that tomorrow we will receive our own map of the
world and locate where we are on the map.

Lesson 7: Social Studies Lesson

Me on the Map by Joan Sweeney

Maryland State Curriculum Social Studies

CCSS Addressed
Standards
RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, K.6.0.E.2.c, K.6.0.F.1.c, K.6.0.D.1.c,
and L.K.6 K.6.0.D.2.b, K.3.A.1, K.3.B.1

Lesson Motivation Compelling Questions

Teacher will display a world map and/or Where do we live?

globe and ask what this is a map of. How can a map help us
understand?
Ongoing Assessment

 Observation of partner discussions

 Contributions to conversation norms
 Geographic reasoning

Agenda (Lesson Sequence) Teaching Notes

1. Motivation We will refer to the students as
2. Compelling Question “geographers” as they use maps.
3. Guided Practice
4. On-going Assessment Materials
5. Send off Me on the Map, by Joan Sweeney
World map and/or globe
Blank world map black line master

world_cont.pdf

Vocabulary labels on index cards:

geography, geographer, globe, map
Optional:
You may use www.Googlemaps.com
to locate the countries and save the
locations to view later. This works best
in Google Chrome browser.
 Guided Practice
Today we will continue being geographers using a map/globe and our text Me on the
Map to identify where we are on the map just as the girl did in our text. Explain that
today we will focus on the map of the world and where we are located on this map.

Revisit the story and discuss the map of the world.

Discuss the similarities from the map in the text of the world and the classroom
map/globe. Explain that we are located in the same country as the girl in the text (The
USA). Reference where the girl finds her country on the map then locate the USA on
the class map/globe.

Explain that we are going to locate the USA on our own maps today by coloring it.
Model finding the USA by discussing the different shapes of the various
continents/countries and the surrounding oceans then color North America and write
the letters USA in the middle of this continent.

Have students complete their own maps by coloring North America and writing USA in
the middle of the continent.

Close lesson by explaining that now that we have located where we are on the world
map we will be learning more about people in our families who may have lived in other
parts of the world long ago.

Lesson 8: Social Studies Lesson

Who are Ancestors?

Maryland State Curriculum Social Studies

CCSS Addressed
Standards
RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, K.5.0.A.2.a, K.5.0.A.2.c, K.6.0.G.1.a
and L.K.6
Lesson Motivation Compelling Questions

Students will look at pictures of flags from  Who are ancestors?

around the world to learn about the many  Where can ancestors come from?
places ancestors can come from.  How was life different for our
ancestors who lived long ago?
Ongoing Assessment

 Students will draw a picture of an ancestor describing what they may have
looked like and how they may have lived.
 Monitor responses in Turn and Talk and whole group discussions.

Agenda (Lesson Sequence) Teaching Notes

1. Motivation In this lesson, students will explore who
2. Compelling Question ancestors are, where they can be from,
3. Guided Practice and how they lived different from us in the
4. On-going Assessment past. Students learn to "think like a
5. Send off historian" with the use prior knowledge
and acquired knowledge of places in the
world. Students can analyze where
families can come from using flags, maps,
and photos.
Materials
1. Lesson 9 Ancestors PowerPoint
2. Globe/Map
http://www.mapsofworld.com/world-
maps/
http://www.mapsofworld.com/flags/
3. Large Chart entitled: Places We Find
Ancestors
4. Marker/Crayons
5. Drawing Paper
Guided Practice
Today we will be finding out about the lives of relatives who lived long, long ago. These
people who lived long, long ago are called ancestors. We will do this by looking at
maps, photos, and comparing inventions we have today with the lifestyles of the past.

Ancestors are interesting people we are related to that lived long long ago. An
ancestor could be a great grandparent or a great great grandparent.

The girl in the book Me and My Family Tree, by Joan Sweeney used photographs to
help find information about her family. Making a family tree is a good way to organize
information about the age and relationship to relatives. How could the girl get more
information about her ancestors? Turn and Talk. Listening to grandparent’s stories,
looking at maps, and analyzing photographs and artifacts are great ways to study a
family’s history.

There are many ways to study our ancestors. Let’s think life a historian to analyze how
life was different for our ancestors.

We can start with the question:

Where can ancestors come from? Our ancestors lived all over the world in different
towns, cities, and countries. What places do you know on a map or globe? (Spin the
globe) Turn and talk to your partner about places you know. Have 4-5 students share
out. Write the responses on a chart entitled “Places We Find Ancestors”.

This is where the United States is located on a globe. Some ancestors had to walk, use
boats, or fly to get to this country.

Some ancestors immigrated or moved to different countries to find work or a different

way of life. Some ancestors did not have a choice when they were forced to move to
new places around the world and they could not choose the type of work they did as
slaves or servants.

Let’s look at more flags and maps so we can add more places to our “Places We Find
Ancestors Chart”.

Show Lesson 8 Ancestors PowerPoint

Send Off:

Draw a picture of what you think your ancestor looked like and how they may have
lived.

Lesson 9: Social Studies Lesson

What can a photo or illustration tell us about a family?

Maryland State Curriculum Social Studies

CCSS Addressed
Standards
RI.K.1, RI.K.2, RI.K.7, RI.K.10, SL.K.1, L.K.5, K.6.0.D.2.1, K.6.0.F.1.b, K.5.0.A.2.c
and L.K.6
Lesson Motivation Compelling Questions
 What can a photo tell us about a
Students will look at pictures of flags family?
from around the world to learn  What details can we look for in a
about the many places ancestors photo?
can come from.  What questions can we ask
ourselves?
Ongoing Assessment
 Observation of partner discussions
 Contributions to conversation norms

Agenda (Lesson Sequence) Teaching Notes

1. Motivation In this lesson, students will answer the
2. Compelling Question question “What can a photo or illustration
3. Guided Practice tell us about a family?” Students will
4. On-going Assessment analyze and discuss the relationship
5. Send off between characters and their families in
fiction and nonfiction texts. Teachers can
enhance the lessons on geography and
ancestry by providing an array of
classroom books, magazines, and
newspapers. Students will make
connections, using prior knowledge, and
 reinforce the use of vocabulary.
Materials
1. Classroom Books - Fiction and Non
Fiction (Narratives and
Informational Texts)
2. Magazines/Newspapers
3. Unit 3 Lesson 10 PowerPoint
Guided Practice
Today you will be analyzing photos and illustrations of families with a partner.

We will take everything we have learned about thinking like historians and geographers
to discuss families with a partner.

First I will show you a slide show of photos of families and ask you the kinds of questions
you can ask yourself as you look through books about families. It is important to look for
details in clothing, the geography landscape, and in any inventions past or present.
Think about similarities and differences that you can compare to your own way of life.

Show the Unit 3 Lesson 9 PowerPoint

Have students look through print sources and discuss the focus question: What can a
photo tell us about a family? with a partner. Have students share out their favorite
findings using the book/magazine they found in small groups.

Send off:
Don’t forget to complete the End of Unit 3 Social Studies Families Everywhere
Project

End-Of-Unit Task

Type of Task Description of Task

 Activity Students may work with their family to use

a map of their choice to highlight where
 Project – in school their ancestors are from. They may
choose any map including local city
X Project – take home and/or state maps and/or country and
world maps. The choice of map will
X Event depend on location of ancestors.
 Experience
This project may be enhanced by adding
a family feast. Families may submit recipes
and/or cooked dishes to share with the
family. Recipes may be compiled into a
classroom cookbook.
 Resources Materials

Maps (Baltimore, Maryland, USA, world)

http://www.mdhs.org/

Students may perform:

https://www.teachervision.com/toys-and-
puppets/printable/39865.html