Paideia Academy's Daily 5-Aligned Units K-6 Social Studies & Science

267 Pages·2015·6.3 MB·English

by  Erin Matschiner

Paideia Academy’s Daily 5-Aligned Units
K-6 Social Studies & Science

Table of Contents
Introduction…………………………………………………………….…………………2
Social Studies Units…………………………………………………………..………..3-177
 Kindergarten (Thanksgiving)………………………………….3-9
 1st Grade (Thanksgiving)………………………………..……..10-84
 2nd Grade (Economics)……………………………………….….85-117
 3rd Grade (Geography)………………………………………….118-128
 4th Grade (Immigration in Minnesota)……….…………129-150
 5th Grade (American Revolution)………………………....151-167
 6th Grade (Native Americans in Minnesota)………….168-177
Science Units…………………………………………………………………….……….178-265
 Kindergarten (Seasons & Hibernation)……………….…178-182
 1st Grade (Matter)……………………………………….……….183-203
 2nd Grade (Simple Machines)………………………..………204-211
 3rd Grade (Light & Shadows)…………………………………212-215
 4th Grade (Electromagnets)…………………………..………216-244
 5th Grade (Minnesota Ecosystems)………………..………245-253
 6th Grade (Motion & Force)…………………………..………254-265
Appendix…………………………………………………………………………..266-267

1
Introduction
Paideia Academy is a K-8 charter school in Apple Valley, MN that challenges and inspires learners by engaging each student in a rigorous,
content-rich education incorporating classical studies, languages, music, and the arts while nurturing positive character development. We are
excited about sharing our amazing work with educators throughout Minnesota and around the world! A best practice in place at Paideia
Academy is the use of the Daily 5 model (http://www.the2sisters.com/theDaily5.html) to support literacy instruction across content areas. The
Daily 5 model includes the following components to support students’ literacy independence: 1) Read to Self, 2) Read to Someone, 3) Listen to
Reading, 4) Word Work, and 5) Work on Writing. We have seen the effectiveness of the Daily 5 model in supporting students’ reading
proficiency, independence, confidence, and engagement, and we have chosen to incorporate it into some of our Social Studies and Science
curriculum as well to support literacy across content areas.
The Minnesota State Language Arts Standards specifically include standards for Literacy in History/Social Studies, Science and Technical
subjects, and all subject areas require students to both read and write in order to be successful. In social studies, students must analyze and
write about primary and secondary documents to understand and make sense of human history, while, in science, students must read technical
documents as well as secondary documents to help them do research, carry out experiments, write lab reports, etc. By supporting students and
teachers with research-based literacy practices to use in science and social studies, we are increasing our students’ abilities to be successful in
multiple arenas.
With a grant we received from the Minnesota Department of Education due to our designation as a High-Quality Charter School, we
have been able to expand on the work we began during the 2013-2014 school year when we began developing Daily 5-aligned units for Science
and Social Studies. The goals of this project are to: 1) improve students’ literacy, and knowledge and skills in Science and Social Studies,
2) support teachers in viewing Science and Social Studies through the lens of the literacy skills required to access the content, and
3) differentiate activities to support the active engagement of all learners in Science and Social Studies.
This school year, we created 12 units (6 for Social Studies and 6 for Science) using both original and published resources (see
bibliography information and links), piloted them in classrooms, gathered feedback from teachers on the implementation, filmed some
segments of the units in action, and put all the resources together into this packet. Four of our staff members – Erin Matschiner, Lindsey L.
Bowman, Meghan Hindermann, and Kelly Sundquist - took the lead in developing the units and collaborating with teachers to support their
implementation. A huge thank you to everyone who participated in the development of this curriculum! We hope you find it useful in
supporting literacy at your own schools. Please feel free to contact us for further information or if you have any questions. Enjoy!
All the best,
Marci Levy-Maguire
Director
Paideia Academy
[email protected]
2
Grade Kindergarten: Social Studies (Thanksgiving)
Word Work Read-to-Self Read-to- Someone Work-on- Listen-to-
Writing Reading
ELA 0.6.3.3 Use a
Benchmark(s) combination of
0.10.4.4
drawing,
Determine or 0.3.0.4 (Teacher will read
0.2.10.10 Actively dictating, and 0.2.9.9 With
clarify the aloud) Read emergent-
engage in group reading writing to prompting and
meaning of reader texts with purpose
activities with purpose narrate a single support,
unknown and and understanding. 0.8.1.1
and understanding, event or several identify basic
multiple- Participate in collaborative
including the loosely linked similarities in
meaning words conversation with diverse
appropriate selection of events, tell about and differences
and phrases partners about Kinder
texts for personal the events in between two
based on topics and texts with peers
enjoyment, interest, and order in which texts on the
kindergarten and adults in small and
academic tasks. they occurred, same topic.
reading and larger groups.
and provide a
content.
reaction to what
happened.
0.4.1.1.1 Use a 0.4.1.1.1 Use a
0.4.1.1.1 Use a
variety of words variety of
variety of words
to reference time words to
to reference time 0.4.1.1.1 Use a variety 0.4.1.1.1 Use a variety of
in the past, reference time
in the past, of words to reference words to reference time in
Social Studies
present and in the past,
present and time in the past, present the past, present and
Standard(s)/
future; identify present and
future; identify and future; identify the future; identify the
Benchmark(s) the beginning, future; identify
the beginning, beginning, middle and beginning, middle and end
middle and end the beginning,
middle and end end of historical stories. of historical stories
of historical middle and end
of historical
stories. of historical
stories.
0.4.2.4.1 stories.
3
Compare and 0.4.2.4.1
contrast Compare and
traditions in a contrast
family with traditions in a
those of other family with
families, those of other
including those families,
from diverse including those
backgrounds. from diverse
backgrounds.
Define and break
down (when
possible) the
following words:
Teacher will
then, now,
Life on the read Then and
Native
Mayflower video N ow book
Americans,
Read PowerPoint Story: A
Students will read their The Voyage of (TPT
pilgrim,
Book About the Pilgrims
The First Thanksgiving the Mayflower resource).
Mayflower,
by Holly Griffith Discuss
bead bracelet book and (Scholastic Students will
sailed, England,
Activities the book as a group and
practice retelling the Video) c o m p a r e a n d
feast
give students the
story using their Students will contrast life
cranberries,
opportunity to turn and
Thanksgiving, bracelet. create a back then to
talk.
Mayflower and life today (hula
Plymouth,
Wampanoag label it. hoop Venn
people, Samoset, Diagram)
Squanto,
cornucopia
Who Were the
Pilgrims
4
(Pilgrim booklet)
Go over the
words and the
vocabulary for
The First
Thanksgiving
bead bracelet
The First Thanksgiving
Discussion Label the Then and Now
Assessments (booklet) bead bracelet Discussion
reading books Mayflower sort
retelling
The First
Thanksgiving
(booklet)
The First Thanksgiving Life on the
(Kindergartencra
book; bead & bracelet; Mayflower video T hen and Now
yons.blogspot.co PowerPoint Book: A
books on the The Voyage of book (TPT
Resources m) Song: They Book About the Pilgrims
Mayflower; teacher the Mayflower resource); Then
Were the (TPT)
made questions on the (Scholastic and Now sort
Pilgrims (Harry
Mayflower Video)
Kindergarten)
Video: Pilgrim
Life

5
Grade Kindergarten: Daily 5 Daily Lessons
Grade: Subject: Social Studies Unit: Thanksgiving
Kindergarten
Unit Objective: By the end of this unit, students will be able to use vocabulary to reference the
past, present, and future and compare and contrast traditions in families as it pertains to the
events of Thanksgiving by 1) retelling the Thanksgiving story using a book and bracelet method,
2) discussing life on the Mayflower and labelling the Mayflower, 3) exploring life as a pilgrim, and
3) comparing and contrasting life today to life back during the first Thanksgiving.

DAY OBJECTIVE ACTIVITIES OBJECTIVE
ASSESSMENT
1 ELA: 0.10.4.4 Determine Define and break down (when
or clarify the meaning of possible) the following words: then,
Word Work
unknown and multiple- now, Native Americans, pilgrim,
meaning words and Mayflower, sailed, England, feast
phrases based on cranberries, Thanksgiving, Plymouth,
Kindergarten reading Wampanoag people, Samoset,
and content. Squanto, cornucopia
SS: 0.4.1.1.1 Use a
variety of words to
Who Were the Pilgrims (Pilgrim
reference time in the
booklet) Go
past, present and
over the words and the vocabulary
future; identify the
for The First Thanksgiving bead
beginning, middle and
bracelet.
end of historical
2 E L A : 0 . 3 . 0 . 4 ( T e a c h e r Students will read their The First The First
Read-to-Self will read aloud) Read Thanksgiving bead bracelet book and Thanksgiving
emergent-reader texts practice retelling the story using (booklet) bead
with purpose and their bracelet. b r a c e l e t
understanding. retelling

0.8.1.1 Participate in
collaborative
conversation with
diverse partners about
Kindergarten topics and
texts with peers and
adults in small and
larger groups.
6
SS: 0.4.1.1.1 Use a
variety of words to
reference time in the
past, present and
future; identify the
beginning, middle and
end of historical stories.
3 E L A : 0 . 6 . 3 . 3 U s e a Read PowerPoint Story: A Book Discussion
Listen-to- combination of drawing, About the Pilgrims by Holly Griffith.
Reading dictating, and writing to Discuss the book as a group and give
narrate a single event or students the opportunity to Turn
several loosely linked and Talk.
events, tell about the

events in order in which
they occurred, and
provide a reaction to
what happened.
SS: 0.4.1.1.1 Use a
variety of words to
reference time in the
past, present and
future; identify the
beginning, middle and
end of historical stories.
4 E L A : 0 . 2 . 9 . 9 W i t h Life on the Mayflower video Label the
Read-to- prompting and support, Mayflower
The Voyage of the Mayflower
Someone identify basic similarities
(Scholastic Video) Students
in and differences
will create a Mayflower and label it.
between two texts on
the same topic.
SS: 0.4.1.1.1 Use a
variety of words to
reference time in the
past, present and
future; identify the
beginning, middle and
end of historical stories.
0.4.2.4.1 Compare and
contrast traditions in a
family with those of
7
other families, including
those from diverse
backgrounds.
5 E L A : 0 . 2 . 1 0 . 1 0 A c t i v e l y T eacher will read Then and Now Then and Now
Work-on- engage in group reading book (TPT resource). Students will sort
Writing activities with purpose compare and contrast life back then

and understanding, to life today (hula hoop Venn
including the Diagram)
appropriate selection of

texts for personal
enjoyment, interest, and
academic tasks.

8
Kindergarten Resources
The resources used for this unit for purchased from Teachers Pay Teacher and BrainPop with
only one license. Please visit the following websites to follow this Thanksgiving unit. In
addition, books used in this unit may be purchased or borrowed from the library.

Word Work Teacher created worksheets: The First Thanksgiving
(Kindergartencrayons.blogspot.com)
Read-to-Self The First Thanksgiving book; bead & bracelet; books on the Mayflower;
teacher made questions on the Mayflower
Read-to- Teacher created events of Thanksgiving; Teacher created worksheets: Then
Someone or Now, Then & Now
Work-on- Teacher provided worksheet: In November I See book; How to Cook Your
Writing Thanksgiving Turkey
Listen-to- Questions from BrainPop sheets; Then & Now book; Then or Now Sort
Reading

9
Grade 1: Social Studies (Thanksgiving)
Word Work Read to Self Read to Work on Writing Listen to Reading
Someone
ELA 1.1.4.4 Identify 1.1.1.1 Ask and answer 1.8.1.1 1.6.3.3 Write narrative or 1.8.4.4 Describe
Benchmark(s) words and questions about key Participate in other creative texts in which people, places,
phrases in details in a text. c o l l a borative they recount two or more things, and events
stories or conversations appropriately sequenced with relevant
poems that with diverse events, include some details details, expressing
suggest partners about regarding what happened, ideas and feelings
feelings or grade 1 topics use temporal words to signal clearly.
appeal to the and texts with event order, and provide
senses. peers and adults some sense of closure.
in small and
larger groups.
B. Build on
others' talk in
conversations by
responding to the
comments of
others through
multiple
exchanges.
10