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OUR COMMUNITY FIRST GRADELESSON 1Standards Addressed:Social Studies, Grade 1, Core 1: HistoryCore Standard 1A: Comparing Past and PresentCompare the daily life of individuals in the community with life in the past. Describe local people whose actions showed courage, honesty and responsibility. Use narratives, oral histories, folklore, video images and biographies to share the information.?1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.Social Studies, Grade 1, Core 2: Civics and GovernmentCore Standard 2: Citizenship and Civic Responsibility Provide examples of good citizenship in the school and community. Identify rights and responsibilities of citizens and know the Pledge of Allegiance. Give examples of rules and laws in the school and community.?1.2.2 Define and give examples of rules and laws in the school and the community.Objectives:Compare and contrast by telling about likenesses and differences within picturesIdentify and describe the human characteristics of places such as types of housesExpress ideas orally, based on background knowledge and own experiencesDetermine the meanings of wordsVocabulary:Alike CommunityOceanDifferenceLawCompareLeaderContrastStateNeighborhoodContinentIntroduction:Tell the children that they will be singing a song about a community. (Focus their attention on the urban aspects of Kim’s community). Song:This Is My Community(sung to the tune of Twinkle, Twinkle Little Star)This is where I live and play,Work and shop most every day.Here’s my home and here’s my street.This is where my neighbors meet.Lots of people live near me.This is my community!Ask the following questions:What do you think Kim’s day is like based on the words of the song?The song says that Kim lives and plays in her community. What else does she do there? (works and shops)What does the picture show Kim doing? (walking her dog)Who do you think the woman in the picture is? (She is Kim’s neighbor) How do you know? (the song says neighbors meet on Kim’s street and she is walking her dog on her street)Lesson:Have the students look at pages 46-47. Give them time to look at the illustrations and notice what things are or may be. Encourage students to turn and talk to their neighbor about what they see and what the people in the illustration are doing. Bring the students’ attention on you and ask the following questions:Which signs are telling people what to do? (one way, no parking, traffic lights)What special event do you think is happening in the picture? (someone is visiting) How do you know this? (welcome sign and decorations)How is a community like a neighborhood? How are they different? (both are places where people live and work / a community is bigger than a neighborhood and a community has amny neighborhoods)Have students turn to pages 48-49. Read the passage to them about Kim’s home and other types of homes. Pick out two homes from these pages and tell the students how they are alike and different. Then pick out two different homes and have the students tell their neighbors how those homes are alike and different. Then have them come back together as a group and tell you how the homes are alike and different.Activity:Tell the students they will be making a picture of their neighborhood. Pass out drawing paper and crayons and allow students to start their pictures.OUR COMMUNITY FIRST GRADELESSON 2Standards Addressed: Social Studies, Grade 1, Core 1: HistoryCore Standard 1A: Comparing Past and PresentCompare the daily life of individuals in the community with life in the past. Describe local people whose actions showed courage, honesty and responsibility. Use narratives, oral histories, folklore, video images and biographies to share the information.?1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.Social Studies, Grade 1, Core 2: Civics and GovernmentCore Standard 2: Citizenship and Civic Responsibility Provide examples of good citizenship in the school and community. Identify rights and responsibilities of citizens and know the Pledge of Allegiance. Give examples of rules and laws in the school and community.?1.2.2 Define and give examples of rules and laws in the school and the community.Objectives:Identify buildings in relation to the school and neighborhoodRecognize that communities include people who have diverse ethnic origins, customs, and traditions and who makes contributions to their communitiesCompare and contrast their own neighborhood to the neighborhood in the pictureVocabulary:Alike CommunityOceanDifferenceLawCompareLeaderContrastStateNeighborhoodContinentIntroduction:Ask the students to tell you about some of their own neighbors reminding them that neighbors are people who live nearby. Then have them tell how neighbors can and do help each other.Lesson:Have the students turn to pg 50 in their books. Identify Kim in the picture and ask what she may be doing. Read the passage to them. Then ask the following questions:What is the name of Kim’s street? (Maple Street) What is the number on her house on Maple Street? (9)Why do you think most addresses have a street name and a number? (so people can find the house they are looking for)Point out the map on pg. 51. Point out the school and Kim’s house and help them find it on their book’s map. Tell how Kim uses street names to find her home on the map. (she looks for Maple Street, the name of her street)Find Kim’s house on the map and put your finger on it. Find the school on the map. Is the school near her house? (Yes) Explain how you know. (the school is on the next street/ block)Have the students turn to pg. 52-53. Read the passage to them. Ask the following questions:How are people in these neighborhoods alike? (doing things, cleaning, making their community nice)How can people in a neighborhood help each other? (Police officers keep people safe, shop owners sell things to peopleHow does the mail carrier help the people in Kim’s neighborhood? (brings them mail)How does a mail carrier know where to take each letter? (takes the letter to the address on the envelope)ActivityWrite Northaven’s address on the board and identify each line telling the students how the mail carrier knows who to deliver the mail to and where they are. Northaven Elementary School1907 Oak Ridge RoadJeffersonville, IN 47130Give each student an envelope and a pencil. Have them write the address down on the envelope and to put their name at the top over the school name. Collect them when they are finished.OUR COMMUNITY FIRST GRADELESSON 3Standards Addressed: Social Studies, Grade 1, Core 1: HistoryCore Standard 1A: Comparing Past and PresentCompare the daily life of individuals in the community with life in the past. Describe local people whose actions showed courage, honesty and responsibility. Use narratives, oral histories, folklore, video images and biographies to share the information.?1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.Social Studies, Grade 1, Core 2: Civics and GovernmentCore Standard 2: Citizenship and Civic Responsibility Provide examples of good citizenship in the school and community. Identify rights and responsibilities of citizens and know the Pledge of Allegiance. Give examples of rules and laws in the school and community.?1.2.2 Define and give examples of rules and laws in the school and the community.Objectives:Create and use simple maps to identify the locations of places in the classroomConstruct a map using basic map symbolsVocabulary:SymbolsMap keyIntroduction:Tell the students that a map is a drawing that shows what a place looks like if they were looking from above it. Show the students two different pictures and tell them to imagine they are in the grocery store looking for one item. Tell them these pictures are hung on the end of two different aisles. Ask: Which sign would you look for if you wanted to buy cereal? Explain that the pictures are symbols because the stand for something that is real. LessonHave the students turn to pages 54-55. Give them a chance to look at the illustrations. Point out the Map Key on pg. 55. Tell them those smaller pictures are symbols and we will read about symbols now. Read the passage to them. Then ask the following questions:Why are symbols on a map so important? (tells where things are)What is next to the trash can in the park? (bench)What is the purpose of a map key? (tells what the symbols on the map mean)ActivityDemonstrate how to draw a map by drawing the Related Arts classroom and how you would get from the piano to the teacher’s desk. Then, tell the students they will be drawing a map of their classroom. They will need to show how to go from their own desk to the teacher’s desk. Give them paper and crayons and allow them to draw their map.OUR COMMUNITY FIRST GRADELESSON 4Standards Addressed: Social Studies, Grade 1, Core 1: HistoryCore Standard 1A: Comparing Past and PresentCompare the daily life of individuals in the community with life in the past. Describe local people whose actions showed courage, honesty and responsibility. Use narratives, oral histories, folklore, video images and biographies to share the information.?1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.Social Studies, Grade 1, Core 2: Civics and GovernmentCore Standard 2: Citizenship and Civic Responsibility Provide examples of good citizenship in the school and community. Identify rights and responsibilities of citizens and know the Pledge of Allegiance. Give examples of rules and laws in the school and community.?1.2.2 Define and give examples of rules and laws in the school and the community.Objectives:Explain similarities and differences between life in a city, town, and farm community.Distinguish among past, present, and future.Identify changes in a community.Vocabulary:Community TownCityFarmIntroduction:Read aloud City Mouse, Country Mouse and discuss the differences between a city and countryLessonMake a word web using community in the center. Have the students identify details in the picture on pg. 56. Add the word city underneath the word community. Have the students give you suggestions of words that describe a city to put under the word city. Repeat the process using the words town and farm with pictures on pg. 57. Read the passage aloud. When finished, ask the students if we need to add anymore words to the web.Talk about how things change. Tell them you have changed through the years and give some examples of how things have changed for you. Then tell them they have changed. Ask them to tell you how they have changed from a baby (past) until now (present). Tell them communities change over time as well. Read the passage on pgs. 58-59ActivityPeople and {lacesShow the students pictures of important buildings in our community. Talk to them about who works there and why these buildings are important. Tell them they are going to create their own buildings in a small group and put them together to make our community. Pass out the items they will need: milk cartoons, markers, glue, construction paper, etc. Help them make the buildings while asking Is the real _____ large or small? What color is the real ___? What is the real ____ made of? Who works in the real ______?OUR COMMUNITY FIRST GRADELESSON 5Standards Addressed: Social Studies, Grade 1, Core 1: HistoryCore Standard 1A: Comparing Past and PresentCompare the daily life of individuals in the community with life in the past. Describe local people whose actions showed courage, honesty and responsibility. Use narratives, oral histories, folklore, video images and biographies to share the information.?1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.Social Studies, Grade 1, Core 2: Civics and GovernmentCore Standard 2: Citizenship and Civic Responsibility Provide examples of good citizenship in the school and community. Identify rights and responsibilities of citizens and know the Pledge of Allegiance. Give examples of rules and laws in the school and community.?1.2.2 Define and give examples of rules and laws in the school and the community.Objectives:Locate places using the four cardinal directionsVocabulary:DirectionsCardinal directionIntroduction:Show the students the words North, South, East, and West on each sentence strip. Tell them these are words that tell direction. Show the students a compass and tell them the compass helps people find the direction that is North.LessonHave the students turn in their books to pg. 60-61. Read the passage to them and ask the following questions.Is the park north or south of Main Street? (south)What direction would you go to get to the bank from the fire station? (east)Which direction is at the top of the map? (north) Where is south? (at the bottom)Looking at the map, which direction is opposite east? (west)Is the post office east or west of Pine Street? (west)ActivityHave the students stand by their chairs and face north. Call on students to tell you where things are in your classroom and school using the cardinal directions: north, south, east, and west.OUR COMMUNITY FIRST GRADELESSON 6Standards Addressed: Social Studies, Grade 1, Core 1: HistoryCore Standard 1A: Comparing Past and PresentCompare the daily life of individuals in the community with life in the past. Describe local people whose actions showed courage, honesty and responsibility. Use narratives, oral histories, folklore, video images and biographies to share the information.?1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.Social Studies, Grade 1, Core 2: Civics and GovernmentCore Standard 2: Citizenship and Civic Responsibility Provide examples of good citizenship in the school and community. Identify rights and responsibilities of citizens and know the Pledge of Allegiance. Give examples of rules and laws in the school and community.?1.2.2 Define and give examples of rules and laws in the school and the community.Objectives:Describe various customs and traditions and explain their importanceObtain information about a topic using a variety of oral and visual sourcesDescribe selected customs and community celebrationsDescribe various customs of familiesVocabulary:CustomTraditionOccasionIntroduction:Ask students what they do with their families on holidays or on special occasions/days such as birthdays. What decorations, favorite foods, and activities they may celebrate.LessonHave the students open their books to pages 62-67. Read the passages aloud to the students. Ask the following questions:Why is Kim wearing red, white, and blue to celebrate Independence Day?What does Kim do on Independence Day?How do you celebrate Independence Day?What does Kim’s family do when new neighbors move in? Why?How does Kim celebrate Mother’s Day?In some countries, people celebrate Children’s Day. Would you like such a day? What would you do?How do Kim’s friends celebrate Chinese New Year? How else do people celebrate the beginning of a new year?Is the time Kim spends with her mom each night a custom? Why or why not?How is Chinese writing different from writing in English?What will Man Po find in the envelope to help her get rich?Why does Man Po wear red on Chinese New Year?What is one food that people enjoy on Chinese New Year?ActivityCelebrating FamiliesTell the students they will be drawing a picture of their family celebrating something together. Give them materials to draw such as drawing paper and art supplies.OUR COMMUNITY FIRST GRADELESSON 7Standards Addressed: Social Studies, Grade 1, Core 1: HistoryCore Standard 1A: Comparing Past and PresentCompare the daily life of individuals in the community with life in the past. Describe local people whose actions showed courage, honesty and responsibility. Use narratives, oral histories, folklore, video images and biographies to share the information.?1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.Social Studies, Grade 1, Core 2: Civics and GovernmentCore Standard 2: Citizenship and Civic Responsibility Provide examples of good citizenship in the school and community. Identify rights and responsibilities of citizens and know the Pledge of Allegiance. Give examples of rules and laws in the school and community.?1.2.2 Define and give examples of rules and laws in the school and the community.Objectives:Explain the need for laws in the communityIdentify the responsibilities of authority figures in the communityDescribe the role of public officials including the mayorVocabulary:LawLeaderIntroduction:Show the students a police officer hat and badge. Ask them what these items might remind them of. Ask the students if they can name people at school who make rules or who are leaders. After some conversation, mention that rules were made for the classroom and that the principal makes rules for the school since she is the leader. Then say when leaders of a community or nation make rules, they are called laws.LessonHave the students turn to pages 70-71 and read passages aloud as they follow along. Ask the follow questions:Why do we need rules and lawsWhat do leaders do? Who are the leaders in your school and community? What is the job of a police officer like Officer Taylor?What are some laws that Officer Taylor wants you to follow?Why do communities need leaders?ActivityLaw and OrderRead Police Officers in My Neighborhood aloud to the students. Ask the following questions: What kinds of problems do officers have? What are some of the different kinds of law officers?What duties do law officers have?What happens to people who don’t obey the law?Write the word law on the chalkboard and duties underneath law. Have students make a list of of duties law and police officers have (catching people who break laws, car accidents, stopping speeders, etc. Ask: What does a law officer do to someone who breaks the law (speeds, steals).?Write consequence under your list of duties. Help the students make a list of consequences for breaking the law. Tape a copy of Making Laws and Taking Consequences on the board. Help students complete it through discussions. Pass out a handout of the officer’s hat and allow students to color it. Take a sentence strip and staple one side and measure the child’s head to the other side and staple it to make the hat fit the students’ individual heads.OUR COMMUNITY FIRST GRADELESSON 8Standards Addressed: Social Studies, Grade 1, Core 1: HistoryCore Standard 1A: Comparing Past and PresentCompare the daily life of individuals in the community with life in the past. Describe local people whose actions showed courage, honesty and responsibility. Use narratives, oral histories, folklore, video images and biographies to share the information.?1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.Social Studies, Grade 1, Core 2: Civics and GovernmentCore Standard 2: Citizenship and Civic Responsibility Provide examples of good citizenship in the school and community. Identify rights and responsibilities of citizens and know the Pledge of Allegiance. Give examples of rules and laws in the school and community.?1.2.2 Define and give examples of rules and laws in the school and the community.Objectives:Locate places of significance on maps such as our continent, state, oceansVocabulary:StateContinentOceanIntroduction:Ask if anyone has ever traveled with their parents or others to another state. List the states named on the board and point them out on a state map.LessonHave students turn to pages 74-77. Read the passages aloud as the students follow along. Ask the questions:What does the picture Kin is pointing to show? (Houston)How is Kim’s community like your community? How is it different?What is the name of Kim’s state?What other states border or touch your state?What continent is the US a part of?How can you tell land from water on a map?What are the names of the world’s four oceans?Do you live near an ocean? If so, which one?What are the names of the seven continents?ActivityCommunity PuzzleGive a piece of the community puzzle to each student. You will have some left over. Have the students find the matching piece to their puzzle piece. One community helper puzzle piece will match the community helper’s tool. ................
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