Social Studies Prep Sheet 5 Chapters 7-9

Name__Christy Freeman___________________________Date May 4, 2012_______

Rubric for Prep Sheets. Work demonstrates:

Questions blank or incomplete, lots of spelling mistakes, no examples.

Point Value
2

4
Incomplete answers, missing examples, definitions from book, some
errors.
6
Complete answers, examples and illustrations for each element, using
own words for definitions, explaining basic ideas
8
Complete answers, more detailed examples and applications or
illustrations for each element, explaining definitions and ideas in your
own words
10
All of the above PLUS advanced reflection and raising a question,
problem, or concern for EACH answer.
1. Describe childrens ideas of the earth. How can teachers help children understand the
concepts of earth as part of the solar system and its geology?
Childrens ideas of the earth are full of artificialistic thought. They believe that the earth
was made for their own use or purpose or that someone else, such as a parent, made the
earth. Teachers can help to introduce the solar system and geology to children and build
initial awareness of the earth and solar system as a whole. The ways our life is affected
by these concepts can be shown to children. Teachers can also introduce plants and
animals to children to help learn about geology.
2. List the 4 standards when teaching children about the earth. Briefly describe ways that
teachers can support childrens concept development of that standard.
-The earth is part of the solar system. Teachers can do activities that involve paint drying
in the sun, doll cloths drying in the sun versus the shade, having childrens draw pictures
of the moon and explaining how the shape changes, using rhyme about the sky, reading
books dealing with the moon and night time, singing songs such as twinkle twinkle little
star.
-The earth is covered with different surfaces. Teachers can take walking field trips,
noting different surfaces and soils seen, sand play, digging, investigating soil, playing
with rocks.
-Each place has a unique characteristic. Teachers can identify bodies of water and
landforms in the area, take children to a particular landform, look at different types of
buildings, watch videos and read books about other places.
-A wide variety of plants and animals live on earth. Teachers can take children on a walk
and identify living and growing things, read books about different creatures, make
viewing tubes to take on walks, take a trip to a lake, pond, or swamp.
3. At what age can children begin to understand the abstract concept of maps? Why?
Children can begin to understand the abstract concept of maps around age 11-12. This is
because these abstract concepts are beyond their comprehension at ages before 11-12.
4. What are some appropriate goals and objectives for young children learning about map?

-being able to point out lines representing streets, identifying symbols on the map, tell
what a map is used for, follow a map on a walk, use a map to find an object, draw and
build maps, draw an object from a birds eye view.
5. What would be some tools that teachers could use to support concept development of
map?
Maps, blocks, books, board games, paper, drawing tools, scissors, wooden people or
vehicles.
6. List and describe the 4 standards for children presented in Chapter 9. What are some
ways that teachers can support childrens social development in each standard?
-forming a positive self-sense. Teachers can reading the book Will I have a Friend?,
posting names and pictures of students, singing name songs, using names whenever
possible, creating a newsletter with the children, using mirrors during play, drawing and
painting pictures and compiling them into a book, explaining that different friends are ok,
-recognizing their feelings and the feelings of others. Teachers can make a chart about
feelings and what they can do about these feelings, using puppets to pose problems,
communicating about feelings and reasons for the feelings, reading books about feelings.
-learning how to make and keep friends. Teachers can have children make mailboxes so
the children can write cards for each other, read books about friendships, group children
who have difficulty making friends with those who are more competent, pairing
developmentally disabled children with younger peers, providing direct teaching, and
making sure activities are structured.
-Resolving conflicts effectively. Teachers can anticipate situations that will cause
conflicts, avoid competition, use group projects where everyone contributes, model
caring and cooperation, teach children to use their words rather than aggression, make
sure consequences of aggressive acts are directly related to the misbehaviors,
encouraging sharing, teaching social techniques.