Subject: Integration
Subject: Integration
Grade Level: First
Unit Title: Changes in the Earth and living things
|Timeframe Needed for Completion:
January, February, March, April
Grading Period: Third Nine Weeks | |
|Big Idea/Themes: Living Things, and the Environment Changes |
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|Understandings: The students will understand what is necessary for life. The students will have an understanding of properties of earth materials. |
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|Essential Questions: |
|How does science impact our life? |
|What is necessary for life? |
|How can living things be different yet so alike? |
|What makes up our world? |
|What is a natural resource? |
|What natural resources do we have in our community? |
|What are landforms? |
|How are a map and a globe different and how are they alike? |
|How do people change the environment? |
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|Social Studies |Science |
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|1.G.2.1 Explain ways people change the environment (planting trees, recycling, cutting down |1.L.1 Investigate the needs of a variety of animals (air, water, food, shelter and space). |
|trees, building homes, building streets, etc.) |1.E2.1 Describe and sort a variety of earth materials based on their properties; color, hardness, shape and |
|1.G.2.2 Explain how people use natural resources in the community |size. |
|1.H.1.1 Explain how and why neighborhoods and communities change over time. |1.E.2.2 Compare the properties of soil samples from different places relating their capacity to retain |
| |water, nourish and support the growth of certain plants. |
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|Language Arts |
|Reading |Writing |Speaking and Listening |Language |
|Reading Standards for Literature |5. Add drawings or other visual displays to |2. Ask and answer questions about key details in a |5d. Distinguish shades of meaning among verbs differing |
|6. Identify who is telling the story at various |descriptions when appropriate to clarify ideas,|text read aloud or information presented orally or |in manner (e.g., look, peek, glance, stare, glare, |
|points in a text. |thoughts, and feelings. |through other media. |scowl) and adjectives differing in intensity (e.g., |
| | | |large, gigantic) by defining or choosing them or by |
|Reading Standards for Informational Texts | |3. Ask and answer questions about what a speaker says |acting out the meanings |
|3. Describe the connection between two | |in order to gather additional information or clarify | |
|individuals, events, ideas, or pieces of | |something that is not understood. |6. Use words and phrases acquired through conversations,|
|information in a text. | | |reading and being read to, and responding to texts, |
| | |4.. Describe people, places, things, and events with |including using frequently occurring conjunctions to |
| | |relevant details, expressing ideas and feelings |signal simple relationships (e.g., I named my hamster |
|9. Identify basic similarities in and | |clearly. |Nibblets because she nibbles too much because she likes |
|differences between two texts on the same topic | | |that). |
|(e.g., in illustrations, descriptions, or | |9. Compare and contrast the adventures and experiences| |
|procedures). | |of characters in stories. | |
| | |b. Build on others’ talk in conversations by | |
| | |responding to the comments of others through | |
|Reading Standards: Foundational Skills | |multiple exchanges. | |
| | |c. Ask questions to clear up any confusion about | |
|3e. Decode two-syllable words following basic | |discussions | |
|patterns by breaking the words into syllables. | | | |
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|Mathematics |
|Operations and Algebraic Thinking |Number and Operations in Base Ten |Measurement and Data |Geometry |
|1. Apply properties of operations as strategies |1. Count to 90, starting at any number less than | |3. Partition circles and rectangles into two and |
|to add and subtract. Examples: If 8+3=11 is known,|90. In this range, read and write numerals and | |four equal shares, describe the shares using the |
|then 3+8=11 is also known. (Commutative property |represent a number of objects with a written | |words halves, fourths, and quarter, and use the |
|of addition.) To add 2+6+4, the second two numbers |numeral. | |phrases half of, fourth of, and quarter of. |
|can be added to make a ten, so 2+6+4=2+10=12. | | |Describe the whole as two of, or four of the |
|(Associative property of addition) |2. Understand that the two digits of a two-digit | |shares. Understand for these examples that |
|Understand subtraction as an unknown-addend |number represent amounts of tens and ones. | |decomposing into more equal shares creates smaller |
|problem. For example: subtract 10-8 by finding the |Understand the following as special cases: | |shares. |
|number that makes 10 when added to 8. |c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 | | |
|8. Determine the unknown whole number in an |refer to one, two, three, four, five, six, seven, | | |
|addition or subtraction equation relating three |eight, or nine tens (and 0 ones). | | |
|whole numbers. For example, determine the unknown | | | |
|number that makes the equation true in each of the |3. Compare two two-digit numbers based on meanings| | |
|equations 8+?=11, 5=□-3, 6+6=□ |of the tens and ones digits, recording the results | | |
| |of comparisons with the symbols ›,=, and ‹. | | |
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| |4. Add within 100, including adding a two-digit | | |
| |number and a one-digit number, and adding a | | |
| |two-digit number and a multiple of 10, using | | |
| |concrete models or drawings and strategies based on| | |
| |place value, properties of operations, and/or the | | |
| |relationship between addition and subtraction; | | |
| |relate the strategy to a written method and explain| | |
| |the reasoning used. Understand that in adding | | |
| |two-digit numbers, one adds tens and tens, ones and| | |
| |ones; and sometimes it is necessary to compose a | | |
| |ten. | | |
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| |5. Given a two-digit number, mentally find 10 more| | |
| |or 10 less than the number, without having to | | |
| |count; explain the reasoning used. | | |
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| |6. Subtract multiples of 10 in the range 10-90 | | |
| |from multiples of 10 in the range 10-90 (positive | | |
| |or zero differences), using concrete models or | | |
| |drawings and strategies based on place value, | | |
| |properties of operations, and /or the relationship | | |
| |between addition and subtraction; relate the | | |
| |strategy to a written method and explain the | | |
| |reasoning used. | | |
|Essential Skills/Vocabulary: |Assessment Tasks: |
|Air |Observation |
|Water |Center activities |
|Food |Projects |
|Shelter |Teacher Created Materials |
|Space |Weekly Readers/Scholastic/National Geographic for Kids |
|Color |Library/Resource Room |
|Hardness |PLC |
|Shape | |
|Size | |
|minerals | |
*Once an objective has been introduced it will be ongoing the remainder of the school year.
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