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Houses vs. Homes

Subject:

Social Studies  

Grade:

1  

Title – Houses vs. Homes
By – Nancy Hagerty
Primary Subject – Social Studies
Grade Level – 1
Houses vs. Homes

Objective: The student will compare/contrast their homes with those of other students, as well as, those from other countries.

Benchmark 2.1.1: Describe the human characteristic of places and explain some basic causes for those characteristics.

Materials:
The Three Little Pigs (any version)
Houses and Homes by Ann Morris
— Pieces of straw, twig and a brick and/or stones.
— GLYPH legend

Anticipatory Set:
The teacher will ask the students to recall the story of The Three Little Pigs. Students will do a brief retelling of the story with a focus on the materials used in each house. The teacher will ask the students what materials they think their homes are made out of and where these materials might come from.

Purpose:
The teacher will explain that no two homes are the same, even if they look alike. People use their homes as protection from the weather. They build their homes from materials that are found in their areas. These materials are called natural resources. Our homes are very special to us and they tell a lot about where we live and what the weather/or climate is like.
— Who thinks they know what the climate is like in Michigan?
— What materials do we use to make our houses?
— Why?
— Perhaps we will understand more after we read the story.

Input:
— Who knows the difference between a photograph and an illustration?
— The students will examine the covers of Houses and Homes and The Three Little Pigs point out the differences. The conversation should lead toward fiction vs. non-fiction.
— The teacher will introduce the book, Houses and Homes and talk about the photographs on the cover, the author and the photographer.
— Listen as I share this story with you about houses that other people live in. Notice the beautiful photographs and see if you can find things that are the SAME as your home and things that are DIFFERENT. We will discuss them after I have finished reading the story.

Check for Understanding:
— The teacher will ask students for examples of things that are DIFFERENT.
— The teacher will ask students for things that are the SAME.
— The responses will be written on chart paper under the appropriate heading.
— As each student cites an example, the teacher will display the page with the photograph mentioned.
— The teacher will explain to the students where the photograph was taken and tell the students some basic facts about that photograph (see index of book).
— The students will discuss reasons why these homes might look the way that they do (climate, economy, and location).

Guided Practice:
— The teacher will display a GLYPH and interpret it for the class.
*A GLYPH is short for hieroglyphics. It is a form of picture writing that conveys information. To make a glyph, data is collected, a legend is created, and specific components of the final picture have significance. The individual features of the finished glyph tell a story about the person who created it.

— Each student will create a GLYPH* of their home using the legend presented.

Closure:
— The teacher will present a finished glyph (teacher created) and together the group will determine the facts about the creator.

Independent Practice:
— The students will pair up with a cooperative partner and share their finished products.
— Each student will attempt to interpret the picture presented to him by his partner.

Extension:
— The students will break into groups at their tables and discuss these questions:
          1. Is a tent a home? Why or why not?
          2. What makes a home?

Literature:
The Three Little Pigs
Houses and Homes by Ann Morris

E-Mail Nancy Hagerty!

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