Building on the common early grades theme of “neighborhood and community,” this lesson uses a free, downloadable children’s book, “The Gift,” to drive home the idea that people—and their diverse interests—are what make our communities special.
Framework
In grades preK-2, students will identify people and places that make their own neighborhoods special. In grades 3-5, students will interview adults and peers who are part of their school community and identify “gifts” that make the community special. Extension activities explore science elements raised in the story.
Glossary
neighborhood | nābər hoŏd|
(noun) an area where people live near one another
community |kə myoōnitē|
(noun) a group of people living together in one place; all the people living in a particular area or place
tiller |ˈtilər|
(noun) a machine for breaking up soil; a plow or cultivator
chemical | kemikəl|
(noun) a substance used in or produced by a chemical process
litmus paper |ˈlitməs ˈpāpər|
(noun) a small strip of treated paper used in chemistry, which turns red in an acid and blue in a base
acid | asid|
(noun) a chemical substance that dissolves in water, has a sour taste and turns litmus paper red
base |bās|
(noun) a chemical compound that reacts with acid to form salt and turns litmus paper blue
EARLY GRADES (preK-2)
ELEMENTARY GRADES (3-5)
STANDARDS
Activities and embedded assessments address the following standards (McREL 4th edition):
Language Arts
Standard 1. Uses the general skills and strategies of the writing process
Standard 5. Uses the general skills and strategies of the reading process
Standard 8. Uses listening and speaking strategies for different purposes
Science (with extension activities)
Standard 6. Understands relationships among organisms and their physical environment
Standard 8. Understands the structure and properties of matter
Visual Arts
Standard 1. Understands and applies media, techniques, and processes related to the visual arts
ESL/ELL
Goal 2, Standard 2: To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form
Goal 2, Standard 3: To use English to achieve academically in all content areas: Students will use appropriate learning strategies to construct and apply academic knowledge
Goal 1, Standard 3: To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence
Goal 2, Standard 3: To use English to achieve academically in all content areas: Students will use appropriate learning strategies to construct and apply academic knowledge
Goal 3, Standard 3: To use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence
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