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 Printable Version for your convenience!
Title - All About Groups, Community, pt. 1 of 5
By - Becky Matson
Primary Subject - Social Studies
Secondary Subjects - Multidisciplinary
Grade Level - 2
Unit Contents:
Lesson One: The Importance of Groups
Objectives:
Upon successful completion of this lesson, students will be able to:
- Discuss the importance of groups in daily tasks
- Identify how animals work together to fulfill group needs
- Recognize their own need to be in a group in daily life activities
- Report necessary information to their group in order for the group to successfully complete a task
- Take turns sharing information
- Listen to others in their group.
Procedures:
Open with simulation: (MI: verbal and body/ kinesthetic)
1. Go to gym or outside to play the game Poop Deck!
2. Explain game and rules:
a. We are on a ship! And over there is the shore! (Physically show which area is ship and which area is shore.)
b. When I say go you have to get as quickly as you can to the area I call. Sometimes I may call to "skip to the ship" or "walk backwards to the shore." Otherwise, you run fast!
c. In between I may also call: three men in a row boat, octopus, sea star, or man overboard!
d. If there are not enough students to form a whole group, then they are out! (Or, whichever group is last, they are out. If there aren't groups getting out the other way.)
e. Tasks:
1. Three men in a rowboat: children sit in groups of three in a row and pretend to row a boat.
2. Octopus: in groups of four students sit back to back and wave arms.
3. Sea star: children lie on ground in groups of five in the shape of a star.
4. Man overboard: one child lies on ground and two partners each, one grabs feet and other grabs hands as if dragging person on ground.
Discussion of task: (MI: verbal)
1. What did you think of the game?
2. Were the rules fair?
3. How did people get out? (Answer: if they weren't in a group, or if their group was slow.)
4. Discussion: We work in groups every day.
a. Some groups we are in include our families and our classroom.
b. What are some ways that we work together in the classroom?
c. How do we work together in the classroom to get things done?
d. How do families help each other out?
5. Now we are going to look at how animals work in groups.
Group learning activity: (MI: interpersonal, environmental, verbal, visual) *teacher can choose any animals, I chose these because of the available resources.
1. Students will be divided into groups of three.
2. One student from each group will research either: birds, deer, or frogs. Make sure students are equally divided. (Positive Interdependence)
3. Assign students the tasks: of listening to group members and of sharing important information. Pre-teach objectives for cooperative group work as stated in above objectives. Demonstrate correct behaviors.
4. Students will break off into their groups of birds, deer, or frogs to research.
5. Students will be given time to research in books and other sources information about their animal and how they participate in groups.
6. Teacher will monitor group work and guide student's searches to that of 'group' information.
7. Animal groups will share information that they found from the different sources and take notes on all information. (Academic Task: Face-to-Face Interaction)
8. Students will return to original group and share that information about the animal, making notes on a large piece of paper using pictures and no more than 3 words to describe a picture. (Monitoring Expected Social Behavior)
9. Teacher will distribute worksheets to groups. Each student will have his or her own copy to be completed and turned in for grading. (Individual Accountability and Group Processing)
Assessment:
Observation, discussion, and the group worksheet will help the teacher assess whether the lesson and cooperative learning were successful.
Worksheet:
Animal Groups- Worksheet
1. List three things you learned about deer:
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
2. List three things you learned about frogs:
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
3. List three things you leaned about birds:
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
4. Did your group listen to other people's ideas, or did they interrupt or not listen? _________ Describe an example.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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