Grade 5 Social Studies
Inquiry Anchor Standards | |
Standard | Slide Link |
SS.5.2.5A and SS.5.2.5B | |
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Intended Grade: 5th grade Integrating Computer Science and Social Studies: digital citizenship and citizenship Materials:
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Learning Targets:
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CS Standard: 1B-IC-20 Seek diverse perspectives for the purpose of improving computational artifacts. Core Standard: PA Standard in Social Studies: 5.2.5.A Identify individual rights and needs and the rights and needs of others in the classroom, school, community, state and nation. 5.2.5.B Identify behaviors that promote cooperation among individuals. |
ENGAGE: Will engage students with Gender stereotype Warmup. (1)Begin by saying, “I’m going to read aloud some statements about boys and girls. What do you think when you hear them (slide#4) (2)Read the statements: Boys are competitive. Girls worry about how they look. Boys are aggressive and loud. Girls are all drama queens. Invite students to share their reactions and prompt them to identify their feelings and why they think the statement makes them feel that way. (3) Say: The statements that were just made are examples of gender stereotypes. Gender stereotypes are oversimplified ideas about how women and men are or should be. These ideas or beliefs are often part of our culture, and it can be easy for any of us to be influenced by them. They can come from many places, including the people in our lives, like our family, friends, and community. They also often come from the digital media that we see online, such as from YouTube, Netflix, online magazines, music, and social media. (4)Ask: Think about your experiences online. What examples of gender stereotypes have you seen or heard? It could be a character in a show, something from a music video, or even a message someone posted. (Slide 5) Invite students to respond. Capture their answers by adding them to the original list of statements on Slide 4 in the appropriate column. Prompt students to include what kind of digital media they saw the example in. Note: Students may feel reluctant to express stereotypes for fear that peers will think they believe those stereotypes. Emphasize that just because we've heard a stereotype doesn't mean we believe it, and that the point of the discussion is to bring up as many examples as possible, regardless of how true or not true we think they are. |
EXPLORE: True! Or is it? (1) Project Slide 4 and ask: Look at our list of stereotypes. Which, if any of these, do you think is true? Can you think of any examples that show that it's true? Take turns sharing your ideas with your partner. (2) Invite students to share out their responses. For any that someone says are true, follow up by asking if anyone can think of a counterexample -- an example that shows how it's not always true. Note: If students are reluctant to say any are true because they think it would be the "wrong" answer or because they're fearful of being judged, consider playing devil's advocate and suggesting that one or more of them might be true, and giving an example that supports your assertion. This could serve as an opening to get students discussing. |
EXPLAIN: Say: What's important to remember about gender stereotypes is that they are oversimplifications. In other words, it's not that they're never true. It's that they're not always true, and it's unfair and biased to expect someone to be a certain way because of their gender. A bias is an unfair belief about a person or group based on a stereotype. Everyone deserves a chance to figure out what works for them. (Slide 6) |
ELABORATE/APPLY: Create: Stereotype Avatar (1)Say: As we discussed, stereotypes can come from many places. One place we often see gender stereotypes is when we're online -- when we play online games, watch online videos, and communicate with others through comments, photos, and even avatars. An avatar is an image or character that represents a person online. (Slide 7) (2) Distribute Stereotype Avatar Student Handout and read the directions. Project Slide 4 to support students in choosing stereotypes to follow or challenge. Allow students 15 minutes to complete the handout. After 10 minutes, prompt them to move on from creating the avatar to answering the reflection questions. Note: Students can either hand-draw their avatar on the handout or use a free avatar creator app, such as Avachara and paste it in. Avachara does not require students to log in, but please note that avatars are in their underwear until the user determines what clothes they'll be wearing. (3) Have two to four students share out their avatar with the class, explaining the different characteristics of the avatar and identifying how they might challenge gender stereotypes. |
EVALUATE: “Just Because” Poem and Assessment (1) Distribute the "Just Because" Poem Student Handout and read the directions aloud. Allow students 5 to 10 minutes to complete their poems. If time allows, call on volunteers to share their poems with the class. (2) Collect the poems and, with student permission, post them up in the room. (3) Have students complete the Lesson Quiz. Send home the Common Sense Education Family Media Agreement, Family Activity - Digital Footprint & Identity, Family Tips, Family Engagement Resources RESOURCES: Common Sense Education. (2021). Retrieved 12 March 2021, from https://www.commonsense.org |
Grade 5 Social Studies
Content Anchor Standards | |
Standard | Slide Link |
SS.5.13 | |
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Intended Grade: 5 Materials: directions for the activity, role descriptor cards, anything available in the classroom, tape, staplers, paper, scissors, etc. , recording sheets |
Learning Targets: Students will know about the process of creating a prototype. Students will know how to work together to create a product. Students will take on varying roles while working to create a prototype. |
CS Standard: 1B-AP-16 Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development. Core Standard: SS.5.13. Describe how goods and services are produced and distributed domestically and globally |
ENGAGE: Use a Shark Tank video from YouTube to get students interested in the way a company decides which goods and services to develop and produce |
EXPLORE: Group students in groups of three and have them decide on a product they can create using items in the classroom to create a prototype |
EXPLAIN: Create a Shark Tank presentation for the class. They must explain why there is a need for the product. |
ELABORATE/APPLY: Price activity from https://mises.org/library/teaching-basic-economics-fifth-graders -Practice setting a price and practice writing checks, filling out deposit tickets, and filling out check registers to buy your favorite prototype |
EVALUATE: Students complete two roses and a thorn activity about the process and working with a group. Two roses are good things learned. A thorn is something bad or something that you are still questioning. |