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Instructional Focus Document
Kindergarten Social Studies
TITLE : Unit 06: Working Together in a Community SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles student expectations that focus on the foundational economic concepts of needs and wants. Gaining an understanding of how basic needs are met is critical to building students mastery of future economic concepts.

Prior to this Unit

Prior to this unit, students learned about how individuals’ contributions help to shape a community.

During this Unit

During this unit, students learn about how individuals have basic wants and needs, as well as about how people work jobs to meet their needs and wants. Students also study about the role technology plays in jobs.

After this Unit

In subsequent years students continue to study economic concepts in the context of the Free Enterprise System, including studying about making economic decisions in Grade 1, about producing and consuming in Grade 2, and about scarcity in Grade 3.


In a free enterprise system the individual has choices as a producer and consumer.

  • What motivates the economic choices of the individual?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

People can produce, purchase, or trade to get their needs and wants meet.   

  • What is the difference between wants and needs?
  • How does trading work?
  • How can people meet their wants and needs?

Economic Patterns

  • Scarcity/Choices
  • Trade
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

People have jobs to meet basic human needs.

  • What jobs are done at school and at home?
  • Why do people have jobs?
  • How does technology help people do their jobs?
  • What would life be like without modern technology?

Economic Patterns

  • Factors of Production

Scientific/Technological Patterns

  • Mechanization
  • Communication systems
  • Transportation
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None identified.

Unit Vocabulary

needs – things people must have to survive
wants – things people want to have but are not necessary for survival
jobs – specific tasks people do to gain rewards or to help the community
technology – tools and inventions that make a task or job easier to do

Related Vocabulary

  • community
  • economics
  • producing
  • purchase
  • trade
 
System Resources

System Resources may be accessed through Search All Components in the District Resources Tab.


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
K Economics.
K.6 Economics. The student understands that basic human needs and wants are met in many ways. The student is expected to:
K.6A Identify basic human needs of food, clothing, and shelter.

Identify

BASIC HUMAN NEEDS

Including, but not limited to:

  • Food
  • Clothing
  • Shelter

Note:
In science TEKS (K.9B), basic human needs are identified as food, water, and shelter.

K.6B Explain the difference between needs and wants.

Explain

DIFFERENCE BETWEEN NEEDS AND WANTS

Including, but not limited to:

  • Needs – those things that are necessary to sustain life.
  • Wants – those things which we desire, but that are not necessary to sustain life. Economic wants are desires that can be satisfied by consuming a good, service, or leisure activity. (e.g., toys, unnecessary food such as candy, expensive clothes, dance or music lessons.)
  • In the market, wants and needs motivate consumers and drive markets. It matters little whether things are classified as wants or needs. In personal financial decisions, the difference matters.
K.6C Explain how basic human needs can be met such as through self-producing, purchasing, and trading.

Explain

HOW BASIC NEEDS CAN BE MET

Including, but not limited to:

  • Through self-producing – using resources and skills to grow one’s own food, make clothing, and/or shelter, without having to purchase or trade to obtain desired products
  • Through purchasing – acquiring goods and services usually through the payment of money
  • Through trading – an exchange of items, usually without payment of money
  • Examples of how basic human needs can be met
    • Food– people need food to eat. They can grow their food or purchase it. Farmers provide most grain and meat to factories which process it into food for distribution through grocery stores.
    • Clothing – people need clothing to protect them from the weather. In some cultures people make clothing from wool from the sheep raised in the community. Others grow cotton and spin it into cloth for themselves or to sell to businesses which spin it and make it into clothing.
    • Shelter – people need shelter to protect them from the weather and animals, and to provide privacy. People can choose to pay rent or buy or build their own houses.
K.7 Economics. The student understands the value of jobs. The student is expected to:
K.7A Identify jobs in the home, school, and community.

Identify

JOBS IN HOME, SCHOOL, COMMUNITY

Including but not limited to:

  • Jobs at home (e.g., taking out trash, cleaning rooms; cooking, doing laundry, paying bills; taking care of the yard)
  • Jobs at school (e.g., principal, teacher, librarian, secretary, nurse, custodian, cafeteria worker, and bus driver)
  • Jobs in the community (e.g., medical provider, banker, merchant, gas station owner, police officers, firefighters, mail carriers, sanitation workers, librarians, and transportation workers)
K.7B Explain why people have jobs.

Explain

WHY PEOPLE HAVE JOBS

Including, but not limited to:

  • Earn money to purchase items to meet basic human needs and fulfill wants
  • To be a productive member of society
  • To accomplish goals
  • Provide for a healthy life
  • Gain independence
K Science, technology, and society.
K.13 Science, technology, and society. The student understands ways technology is used in the home and school and how technology affects people's lives. The student is expected to:
K.13A Identify examples of technology used in the home and school.

Identify

TECHNOLOGY

Including, but not limited to:

  • Home – CDs or DVDs; home electronics; style of home; cooking materials; cars, scooters; digital music players, computers, cell phones, tablets
  • School – computers; library resources; TV/DVD; intercom system, video projectors, interactive boards
  • Technology – the application of processes, methods, or knowledge to achieve a specific purpose; often something created by man to solve a problem
K.13B Describe how technology helps accomplish specific tasks and meet people's needs.

Describe

HOW TECHNOLOGY HELPS ACCOMPLISH TASKS AND MEET NEEDS

Including, but not limited to:

Technologies are intended to facilitate easier ways to accomplish labor intensive tasks, to communicate, to transport products and people, and to store information.

K.13C Describe how his or her life might be different without modern technology.

Describe

HOW LIFE MIGHT BE DIFFERENT WITHOUT TECHNOLOGY

Including, but not limited to:

Work and daily life would involve more labor intensive tasks, communication would be slower, and transportation would be slower.

  • Possible technologies to explore the effect of no longer having available;  electricity, air conditioning/heating, computers, cell phones, internet, email, video games, digital music players, remote controls

 

K Social studies skills.
K.15 Social studies skills. The student communicates in oral and visual forms. The student is expected to:
K.15A Express ideas orally based on knowledge and experiences.

Express

IDEAS ORALLY

Including, but not limited to:

  • Based on knowledge
  • Based on experiences
K.15B Create and interpret visuals, including pictures and maps.

Create, Interpret

VISUALS

Including, but not limited to:

  • Pictures
  • Maps
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
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