UNIT x 152 | UNIT 4 Instructional Routine: Social Studies p. Txxxi Lifestyles in the 1800s • Connect text to self Tell students they are going to read about lifestyles. Write the word style on the board. Explain that style means a way of doing something and can describe personal choices. Say: For example, I like to wear scarves and boots. That’s my style. What is your style? Discuss with students their personal styles to confirm comprehension. • Distinguish meaning to build content vocabulary Write lifestyle on the board. Say: Lifestyle is the way people live. Explain that lifestyle can include many things. Guide students to identify lifestyle as our habits, the way we prepare foods and what we eat, the kind of work we do, how we travel, and lifespan or how long we live. Say: We are going to read about a lifestyle in the past. Whose lifestyle will we read about? A • Use text features to predict topics Direct students’ attention to the title and illustrations. Ask: What is this text about? (life on a farm in the 1800s) Have volunteers describe what they see in the illustrations and relate the actions to lifestyle. Ask: What topics of farm life do the pictures illustrate? (food and work) On the board, draw a web with Life on a Farm in the 1800s in the center circle and five circles branching out from it. Write food and work in two circles. Have students predict other topics the article will discuss. • Generate questions to predict vocabulary Remind students that asking questions about a text can help them predict vocabulary and better understand what they read. Think aloud to demonstrate. Say: Were there refrigerators in the 1800s? How did people store food? I think I might find the words refrigerator, store, and food in the article. Have students generate questions and predict content vocabulary. • Listen actively Play the audio of the text as students follow along. Tell students to track topics as they hear them. Ask: What other topics will we learn about? (travel, habits, and lifespan ) Write the terms in the concept web. • Listen again Replay the audio, this time asking students to listen for relevant details and their predictions about the text. Essential Question: How do lifestyles today compare to lifestyles in the past? Read aloud the Essential Question and ask students to share their ideas. ANSWERS Sample answers: Lifestyle today depends on technology. More people live in cities and fewer people live in rural areas. EXPLORE AND LEARN DIFFERENTIATED INSTRUCTION Scaffold Guide students to create vocabulary cards for the lifestyles of farmers in the 1800s. Cards should include the term, a definition or description, and a visual that shows its meaning. Have students refer to these cards as resources during the activities. Amplify Provide students with access to more information about life on a farm in the 1800s, such as recreational activities, titles of books they read, and medicines they used. Have students work together in pairs or small groups to find the information and create a poster. Have groups present their posters to the whole class. UNIT 4 / CONNECT TO SOCIAL STUDIES How do lifestyles today compare to lifestyles in the past? ? ESSENTIAL QUESTION Lifestyles in the 1800s A Read the informational text. LIFE ON A FARM fall. They were not as active in the winter, but they still had to care for the animals. There were no cars, so people traveled by horsedrawn carriage, on horseback, or on foot. People did not have television, radio, or computers. In the evenings, they sometimes read books, sewed clothes, or did housework. People usually went to bed early because they had to get up very early in the morning to work on the farm. People in the 1800s did not live as long as people do now. There weren’t many doctors and hospitals in those days. If someone had an accident on the farm, it could take many days for a doctor to come. In the early 1800s, many people lived on farms where they grew and raised food. They grew vegetables, grains, and fruits. They raised animals, such as chickens and cows, for meat. They gathered eggs from chickens, and they got milk from cows and goats. Most of the food they ate was homemade. It was prepared fresh every day because there were no refrigerators to store food. There were very few grocery stores, so available foods came directly from the farm. People did a lot of physical activity. Adults and children usually worked long hours on the farm. They took care of animals and worked in the fields. They were often active all day long during the spring, summer, and gathering eggs feeding chickens cleaning green beans CONNECT TO Social Studies UNIT 4 152
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