1. ”planning for
social studies
teaching and
learning”

2. Planning for lessons and
activities
―Receiving and responding phenomena‖
choosing the right / learning outcomes
appropriate topic in may emphasize
accordance with the compliance in respon-
interest of the learners. ding. (motivation)

3. a. Planning For
Lessons in Social
Studies

4. 5 Tips For Creating Effective
Lesson Plans
*Think the lesson through in your head.
Take time to think about what would be the possible
result of the things you want to accomplish with
your lesson plan and what your students should
know in the end.

5. *Plan for distraction
Think about questions that may come
up during class and be prepared to
answer them.

6. *Keep your eye on the clock
Time yourself realistically so you know how long
each part of your lesson plan is likely to take.
Then add about 2-3 minutes to each section since,
you are bound to have things happen to distract you
in class, whether it's the kid who shows up late and
needs to make a show out of it, or the kid who is
brainy and asks more complex questions than the
rest of the class is likely to understand or care
about.

7. *Have three different end points built
into your lesson
While it's important to make sure your
material will not overrun the clock, it's equally
important not to end too early. This way, you
can keep an eye on the clock as you're actually
teaching and you'll be able to stop when you
need to or continue on if need be.

8. * Plan effective homework
Home work should not be pure rote
memorization. Instead, it should
stretch the child's imagination and
make them really think about the
lesson.

9. b.) planning for
activities in social
studies

10. Preschooler’s :
* community studies
Social studies at the preschool level
should build the student's awareness
of himself, his home, his family, his
community and his place.

11. • hands-on activity – an activity intended for children
who are physical and visual learners.
e.g. drawing activity- begin developing creative minds
and motor skills .

12. •Exercise - If you see several
students dragging it is time to
change activities. Before moving
to the next topic it is a good idea
to have the students do some
exercises. Call on the leader of the
day to pick a few exercises
(jumping jacks etc.)

13. •Imagine - After snack or playtime the
students may benefit from this activity
before moving on to the lesson. The
students sit at their tables close their
eyes and imagine. The teacher then
spends about one or two minutes
describing something (like the beach).
This has a calming effect on the
students.

14. *Clean-up time
-After an activity or playtime the
students must clean-up before they can
move on to the next activity.

15. Teaching
concepts, skills
and values
http://education.nationalgeographic.com/education/multimedia/geographic-perspective/?ar_a=1

16. a.) Concept
building blocks of knowledge
since, it organizes vast amounts of
information people encounter
everyday.
―kabuuang pananaw‖

17. letting your pupils understand
things in more than one way.
using broad concepts in
continuity and change gives a
students a frame of reference for
analyzing the human condition
past and present.

19. Things to consider when
developing concept
"You shall know the truth and the
truth shall make you free." I
suppose I never really understood
those lines until I realized the
implications of knowledge, of deep
understanding, for the predictability
and uniformity of behavior.

20. How do you begin to organize
Content?
=Center around central concepts and
generalizations, supported by selected
facts and information.
= Promote student inquiry by using
essential or guiding questions to lead
students to enduring understandings or
generalizations.

22. * An important consideration
when developing concept is to
keep the language of the
definition and the samples
meaningful to the target
students.

23. b.) skills
the ability to do something well as a
result of a practice to carry out the
broader processes that promote in-depth
understanding of a topic or issue.
―Skills are the tools of lifelong learning;
they must be developed and practiced
across grade levels‖

24. Intellectual skills
the ability to think reasonably ,
rationally, logically, and reflectively is
central to social studies. A teacher
should use variety of intellectual skills to
master content.
Social studies classes should offer many
opportunities for research activities.

25.  The social studies skills should be
build in every classroom so that,
students engage in the systematic
approach to learning and learned how
to process information.

26. Classification of Social
Studies Skills:
 thinking skills – ability to gather,
interpret, organize, analyze, evaluate
and synthesize information.
 thinking strategies – processing
information as students engage in
problem-solving, decision making, inquiry
and conceptualizing.

27. c.)Values
- Many children are subjected to a lack of moral
training due to the exigencies of meeting life’s
necessities in a single parent home. Almost half of
people believe that it’s too late to teach values to
teenagers. We need to start earlier, as soon as child
comes to school. Learning activities can be developed
to help students evolve their values living in a
multicultural society.

28. 4 Basic Approaches in
teaching Values to Social
Studies

29. • inculcation- teaching values and providing
consistent reinforcement for desired behavior.
• clarification- helping students to become aware of
their own values.
• moral reasoning- helping students to develop moral
ethical principles for guiding their actions.
• Values analysis- helping students develop careful,
discriminating analysis to examine values
questions.

30. Primary grades: accdg to Piaget ―egocentric‖
provide experiences that transforms the students.
*Dr. Bob Kizlik (Updated December 26, 2012)
social studies is about understanding things, and not
very much about learning skills.
=I think Albert Einstein put this idea best when he
said that "scientific theories should be able to be
described so simply that a child could understand
them." In social studies, we have a long, long way to
go.=

31. So I really didn't "teach" my students
how to teach social studies. That is
impossible. What I did was to motivate
them to want to learn about social studies
and different ways of teaching it. They
come to believe that they don't understand
anything unless they understand it in
more than one way. I believe I was
successful at doing this, and it is a good
feeling.

32. The reason for these understandings is they
may help students develop and nurture values
that will make it more likely that they will be
able to determine for any situation what the
right thing is and do it, especially when doing
the right thing is hard to do. It is about
decency, respect, courage and honor. This is
not a difficult idea to understand, but it can
take a lifetime to appreciate. "Anything not
understood in more than one way is not
understood at all"

33. UNIT PLANNING Long term Plan
Planning And Developing Units
Unit - unit plans are a series of day-to-day
lessons related to a particular theme.
-The unit can take anywhere from a week
to six weeks to complete (though term or
semester long efforts do occur).

34. ―Abstract‖
Unit planning is perhaps the most difficult of the
teacher duties to execute well. This paper offers
suggestions for improving focus and increasing the
meaningfulness of thematic unit content for students.
Return to Articles
Stressing the concept of a Big Understanding, it
Abstract
outlines 6 sequential steps in the creation of units
which, when applied, not only establish a purpose for
the study of the material, but also foster the growth
of citizens who are self-actualized, learned,
contributing members of a global society.

35. THE UNIT
- must have a strong introduction, a body of lessons
that build on each other, and a conclusion that ties
the threads together and leads to summative
assessment.
To meet different learning styles, a variety of
engaging student activities some of which demand
critical thinking and compound it all with an
obligation to meet the requirements of the course
curriculum and you get a sense of how difficult this
task can be!

36. Kirman, 2002; Wright, 2001; Case, 1999)
-the accomplished works of these authors should
be consulted by any teacher interested in
gaining an expertise in unit plan development.
-we should center our attention on thematic
unit plans offering suggestions for improving
focus and increasing the meaningfulness of
unit content for students.

37. Units are opportunities to address citizenship
goals — the knowledge, skills, attitudes and
values that we as teachers, parents, schools,
communities and provincial and national
leaders believe are important for children to
learn to be ―educated‖ citizens as well as
contributing members of society. As such, we
must develop thoughtful units that are coherent
and focused as well as meaningful to students.

38. What Can We Do?
- no teacher approaches the
planning of units in exactly the
same way and, to a certain extent,
each teacher must find their own
style.

39. Six Steps That Will increase unit focus
and Manageability while cuing students
to the “point of it all”
Step 1: Limit the Scope of the Unit
If adapting a pre-made unit which races from topic
to topic within the theme, consider excising some
lessons and expanding others or incorporating the
possibility of student choice (i.e., students must
complete activities related to two of the six thematic
topics and demonstrate their learning to the class in
some manner).

40. Step 2: Identify Importance
- may seem like strange, abstract questions at
first but the answers are critical for increasing
focus and developing meaning for students.
- Simply by answering the question ―what is the
point of teaching this topic to students‖ or ―what
makes this topic important‖ teachers are on
their way to developing units that have
increased focus and meaningfulness for
students.

41. Step 3: Create a “Big
Understanding”
―Big Understanding‖ as the name for
these generalizations.
*Big Understandings are the significant
and hopefully enduring points we, as
teachers, want students to know,
understand and appreciate by the end of
the unit.

42. Step 4: Conclude the Unit
- Allowing students to participate in decision-
making processes is time consuming but as
Schwartz and Pollishuke (2002) suggest it also
infuses them with a sense of empowerment and
control over their educational destiny while
also helping to achieve educative goals such as
the teaching of responsibility and critical
thinking.

43. Step 5: Introduce the Unit
Teachers need to tell students:
1) how student learning will be assessed,
2) the criteria by which student demonstration of
learning will be evaluated or judged, and
3) the Big Understanding statement.

44. Step 6:
Build the Body of the Unit
Create or adapt a lesson that is
• Including lessons and fun and enhances learning
activities into a unit whose about the Big Understanding.
primary feature is their the unit unfolds teachers
entertainment value explicitly relate individual
distracts from student lessons and activities to the Big
appreciation and Understanding.
consideration of the overall
message.

45. REFLECTIONS

46.  I choose the topic concern with planning
lessons and activities in Social Studies,
Teaching Concepts skills and Values, and
planning and developing Units because, it
would serve as a framework for a teacher’s
daily routine in classroom teaching. A
teacher’s effectiveness in teaching lies on
the correct sequence and rightful decisions
made by them in planning for a short-tem or
long-term plan. And we should be guided
with the necessary steps systematically for
this would direct us in the teaching process.

47.  I had learn and realize from the presentation
the vital yet crucial role of a teacher in a
learning environment as a decision maker,
facilitator and collaborator and this can only be
fulfilled best if the teacher would be familiar or
aware with the necessary things that they need
to consider in planning.
Being a good lesson planner would be your
edge as a teacher with the others if we would
find time to develop our ability in formulating a
good plan.

48. Being a hardworking teacher is a
commitment to one’s profession. They do
not count on the good things they have done
for the school instead, they would find for
better ways to influence the lives of their
learners by formulating a good or even the
best plan. This would be the chance for a
teacher to provide their students a long-term
learning by touching their hearts, minds and
life through a good plan that leads to
effective teaching.

49. Thank You Teacher
Riza Joy M. Tabling