Grade: Kindergarten Unit: Farming Unit Narrative While learning about apple production or the maple sugaring process

the students will demonstrate understanding of wants and needs. The students will learn how people work, buy and sell goods. The children will identify ways that they can influence the environment. They will learn that choices have consequences or trade-offs. In addition, the students will learn how to find a specific location while using a map. Why do people work?

Overarching Essential Question(s) Topical Essential Questions Power Standards

What are some choices (sugaring or apple) farmers need to make? What could happen as a result of these choices? PS#3 PHYSICAL & CULTURAL GEORGRAPHY
Students learn, and apply physical geography skills and the tools to identify locations; then investigate, understand, and analyze how cultures form and change over time and across various locations.

PS #4 CIVICS, GOVERNMENT & SOCIETY

Students examine the democratic principle to compare and contrast different types of governments, debate the rights and obligations of citizenship within them, and evaluate the concept of human rights and responsibilities within those institutions from local, national, and global perspectives in various times.

PS#5 ECONOMICS

Students recognize and analyze the relationships among the needs and wants of individuals, societies, and governments, and identify and evaluate the economic and environmental factors that influence choices and decisions while accounting for the availability of resources.

FNWSU Social Studies Grade K June 2010 version 2.0

Power Indicators

Verbalize own name and town Identify a map and/or globe Use a simple map to locate something. Use vocabulary to locate something near, far, above, and below. Identify the various ways that an individual student can influence the environment (ie, recycling vs. littering, planting trees or flowers, etc Identifies various jobs in the community (schools, churches, post office, grocery store, police, fire department, etc) Sort examples of wants and needs. Understand that choices have consequences.

Inquiry Focus Assessment Concepts/ Vocab Apples: seed, leaf, core, pulp, stem, blossom, orchard, bees, pollination, types of apples (MacIntosh, Granny Smith, Cortland, etc) Maple Sugaring: spout, bucket, pipeline, sap, sugarhouse, evaporator, sugar on snow, syrup, grades of syrup (Fancy, Grade A or B) Mapping: map, globe recycling, littering, buyer, seller

Grade: Kindergarten Unit: Me Unit Narrative Using this thematic unit the students will learn about the differences amongst the past, present and future through the history of older citizens. They will learn how life changes over time and how people adapt to different situations. Students will discuss similarities and differences between various individuals. In addition, the students will discuss why we have rules and what it means to be fair. They will learn that they can make positive contributions to their families and classroom. How do I belong?

Overarching Essential Question(s) Topical Essential Questions Power Standards

How are we alike? How are we different? Why do we have rules? How can we be fair? What can we learn from our grandparents? (senior citizens) PS#2 HISTORY Students analyze the influences of the past on the present, and their implications for the future by understanding and interpreting periods of conflict, change, and continuity in history. PS#3 PHYSICAL & CULTURAL GEOGRAPHY
Students learn, and apply physical geography skills and the tools to identify locations; then investigate, understand, and analyze how cultures form and change over time and across various locations.

PS #4 CIVICS, GOVERNMENT & SOCIETY

Students examine the democratic principle to compare and contrast different types of governments, debate the rights and obligations of citizenship within them, and evaluate the concept of human rights and responsibilities within those institutions from local, national, and global perspectives in various times.

FNWSU Social Studies Grade K June 2010 version 2.0

Power Indicators

Compare and contrast the daily life of an adult (ie, grandparent) when s/he was young to the life of todays kindergarten child. (ie, guest speaker, objects) Create a pictorial timeline of past and present (ie, development of self, animal development, plant life using photographs, drawings, cut-outs, etc) Use terminology related to time (past, present, future, yesterday, today, tomorrow, first, last, next, and now.) Taking turns Fair share Following rules Explores the responsibility of voting and its outcomes Verbalize own name and town. Identify ways that students must adapt to the physical conditions (ie, weather, clothing, location) Identify ways that students are alike and different from others (ie, physical appearance, likes and dislikes, cultural).

Inquiry Focus Assessment Concepts/ Vocab relatives, past-present-future, rules, fairness, timeline, characteristics, similarities/differences, vote