Ask the students what state do they live in?
How many states are there in the USA?
Ask the students what do they know about California?
How did California get its shape? Watch the video
What are some places that they visited or would like to visit in California?
Engage in the conversation and answer the questions.
Watch the video!
Talk about the various places seen in the video, like the agriculture museum in Santa Paula, lake Casitas, Santa Barbara Botanic Garden, and so on.
Ask the students if they have been to any of these places. Create a class conversation.
Talk about other attractive places in California, like Disney land, Yosemite National Park, Golden Gate Bridge, and so on.
Watch the video!
Participate in the discussion.
Read from the 4th grade social science book and tell the students about California state flag.
Who knows what does the flag of California represent?
What's on it? picture of a bear; that kind of bear was only found in California. Talk about the star, too.
Give them information about the designer of the flag; the year the flag became the state flag, and so on.
Talk about California state flower, Golden Poppy and California state bird, the quail.
Make the students take turns and read the California state song. Give them information about the writer. When did the song become the state official song? 1951
How about the climate? Is it mostly cold or hot?
Tell me some places that are hot? desert
Other places that are cold? Big bear
Talk about the various places in California, like the Capital Sacramento
Talk about the unique trees found in California, like the redwood tree.
Give some information to the students about the redwood tree, such as it is the tallest tree, where it can be found, and so on.
Talk about some unique animals that can be found only in California, like the Tule elk.
Listen to the teacher.
Call on students and ask questions about California and the materials discussed to test students’ understanding, like what’s the name of the unique tree found only in California. Then, ask another student: give me an example of an animal that can be seen only in California. Address another question to the class, like what is California’s climate, in general. Is it mostly hot or cold?
Then, give the students a homework assignment about California to test their knowledge.
Prepare one sheet of homework assignment for students with instructions:
Write the name of California’s state flag; then, draw a picture of the flag and color it.
Write the name of the state flower; then, draw a picture and color it.
What is California’s state capital? Write the name.
Write about some unique trees and animals found only in California.
Students can use their classroom knowledge, textbook or the internet, while completing their homework assignment.
Interact and engage with the teacher.
Key Standards Supported
Reading History/Social Studies
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic.
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Compare and contrast treatments of the same topic in several primary and secondary sources.
By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.