SOCIAL STUDIES .k12.in.us



GRADE ONE

SOCIAL STUDIES CURRICULUM GUIDE

TABLE OF CONTENTS

• INTRODUCTION

• COURSE DESCRIPTION

• POWER INDICATORS

• STANDARDS REFERENCE

• UNIT REFERENCE

SOCIAL STUDIES

(Grade One - Home, School, and Nearby Environments)

0470-01

In Grade One, students develop knowledge and gain skills for thinking and inquiry through participation as members of the school and neighborhood or local community. Students examine continuity and change in their own community over time and identify individuals, events, and symbols that are important to our country. They explore geographic relationships in the nearby environment, draw simple maps, and locate land and water features on maps and globes. Students will understand that people in the school and community use goods and services and make economic choices and that a wide range of cultural activities benefit the community. They can identify specific rights and responsibilities that people have, explain why rules and laws are needed, take responsibility for resolving conflicts peacefully, and practice citizenship skills through participation in a variety of group activities. Students ask questions, observe, and use a variety of information sources including pictures, books, stories, maps, globes, and atlases to gain knowledge of people, places, and events.

Grade 1

The Standards and Power Indicators

Power Indicators are Highlighted in Bold

|Standard 1 – History |

|Students will identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are important to |

|our country. |

|1.1.1 |Identify examples of things that have changed and things that have remained the same as students compare their lives with the lives of family members, such as parents and grandparents. |

| |Example: People today use different kinds of technology, such as computers, in comparison to the types of technology people used in the past. |

|1.1.2 |Compare past and present similarities and differences in daily life by using biographies, oral histories, and folklore. |

| |Example: Aspects of daily life might include roles of men, women, and children, styles of dress, work within and outside the home, popular games, transportation, schooling, and manners. |

|1.1.3 |Identify American songs and symbols. |

| |Example: Symbols – The United States Flag, the Bald Eagle, and the Statue of Liberty; Songs – “The Star-Spangled Banner,” “America the Beautiful.” |

|1.1.4 |Discuss how the Pledge of Allegiance is a promise to be loyal to the United States. |

|1.1.5 |Identify people and events observed in national celebrations and holidays. |

| |Example: Celebrations and holidays, such as Thanksgiving, the Reverend Martin Luther King, Jr. Day, Presidents’ Day, Independence Day, and Veterans’ Day. |

|1.1.6 |Use terms related to time to order events sequentially that have occurred in the school. |

| |Example: Identify and order school events using the terms “past” and “present;” discuss national holidays and historical events associated with the holidays. |

|Standard 2 – Civics and Government |

|Students will explain the meaning of government; explain why rules and laws are needed in the school and community; identify individual rights and responsibilities; and use a variety of sources to learn |

|about the functions of government and roles of citizens. |

|1.2.1 |Give examples of people who have the authority* to make and enforce rules. |

| |Example: Parents, teachers, and principals. |

|1.2.2 |Identify rights that people have and identify the responsibilities that accompany these rights. |

| |Example: People have the right to own property, such as a house, but this means taking responsibility for the maintenance of the house. |

|1.2.3 |Define and give examples of rules and laws. |

|1.2.4 |Identify why rules and laws exist and describe the consequences of not having rules and laws. |

| |Example: Rules and laws exist to establish order and security and to protect rights. |

|1.2.5 |Suggest ways that students’ actions can contribute to the common good of the community. |

| |Example: Students help to keep the classroom and school clean by properly disposing of trash. |

|1.2.6 |Identify civic virtues that are needed to be a good citizen. |

| |Example: Fairness, honesty, compassion, responsibility. |

|Standard 3 – Geography |

|Students will identify the basic characteristics of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected geographic |

|characteristics of their home, school, and neighborhood. |

|1.3.1 |Explain the basic difference between a map* and a globe*. |

|1.3.2 |Identify the cardinal directions (north, south, east, west) on maps and globes. |

|1.3.3 |Identify the relative locations* of places in the school setting. |

| |Example: The relative location of the school might be described as “across the road from the fire station” or “near the river.” |

|1.3.4 |Identify physical features* and human features* in the geography of school and community. |

|1.3.5 |Explain the effect of seasonal changes on plants, animals, and people. |

| |Example: Some animals hibernate in winter; people may wear lighter-weight clothing in summer; most plants exhibit new growth in spring. |

|1.3.6 |Observe and record the physical processes related to weather on a daily basis. |

| |Example: Rainy, sunny, cloudy, warm, cold. |

|1.3.7 |Draw simple maps that show how land is used in the school and local community. |

| |Example: Draw maps of the school setting that show the playground and different parts of the school building; make maps that show where people live and work. |

|1.3.8 |Give examples of natural resources — such as water, trees, plants, and soil — and describe how people in the school and community use these resources. |

|Standard 4 – Economics |

|Students will explain how people in the school and community use goods and services and make choices as both producers and consumers. |

|1.4.1 |Identify goods* that people use. |

|1.4.2 |Identify services* that people do for each other. |

|1.4.3 |Compare and contrast different jobs people do to earn income. |

|1.4.4 |Describe how people in the school and community are both producers* and consumers*. |

|1.4.5 |Explain that people have to make choices about goods and services because of scarcity*. |

|1.4.6 |Explain that people exchange goods and services to get the things they want. |

|Standard 5 – Individuals, Society, and Culture |

|Students will understand that they are individuals who interact with other individuals and groups; take responsibility for resolving conflicts and working respectfully with others; and examine the ways |

|that similarities and differences in customs, celebrations, recreation, and the arts benefit the community. |

|1.5.1 |Identify one’s own individual talents, interests, and hobbies, as well as the talents and interests of others. |

|1.5.2 |Give examples of how people show concern, respect each other, behave responsibly in a group, and resolve differences peacefully. |

| |Example: Boy Scouts, Girl Scouts, clubs, musical groups. |

|1.5.3 |Give examples of how people show concern, respect each other, behave responsibly in a group, and resolve differences peacefully. |

|1.5.4 |Demonstrate the importance of treating others as they would wish to be treated and practice ways of resolving differences peacefully. |

|1.5.5 |Compare similarities and differences in customs, foods, play, recreation, and celebrations of families in the community. |

Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Fall 2006

Social Studies

Essential Vocabulary Terms

Grade 1

|Term |Description |Related Indicator |

|Authority |power that people have the right to use because of custom or law |1.2.1 |

|Consumers |people who use goods or services |1.4.4 |

|Globe |a globe is round and can show the entire Earth |1.3.1 |

|Goods |tangible objects, such as food or toys, that can satisfy people’s wants |1.4.1 |

|Human Features |features created by humans, such as farms, cities, buildings, and roads |1.3.4 |

|Map |a map is flat and can represent only a part of Earth’s surface |1.3.1 |

|Physical Features |geographic features that occur in nature, such as land and water forms, natural vegetation, and wildlife |1.3.4 |

|Producers |people who use productive resources to provide goods or services |1.4.4 |

|Productive Resources |human resources, natural resources, and capital resources |1.4 |

|Relative Location |the location of a place in relation to another place or places |1.3.3 |

|Scarcity |the idea that resources are limited in relation to people’s wants |1.4.5 |

|Services |actions that someone does for someone else, such as dental care or trash removal |1.4.2 |

HISTORY

|Standard 1: Students will identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are |

|important to our country. |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Historical Knowledge |

|1.1.1 Identify examples of things that have changed and |People today use different kinds of technology, such |Instruction: |Unit 1, Lesson 4 |

|things that have remained the same as students compare |as computers, in comparison to the types of |Questioning & discussion |(I. P. G.) p. 2 |

|their lives with the lives of family members, such as |technology people used in the past. |Compare/contrast | |

|parents and grandparents. | |Interview |Unit 2, Lesson 2 |

| | |Role play |(I. P. G.) p. 4 |

| | |Discovery learning | |

| | |Read aloud |Unit 3, Lessons 2 and 6 |

| | |Drawing |(I. P. G.) p. 6 |

| | |Sequencing | |

| | |Writing process |Unit 6, Lessons 2 and 4 |

| | | |(I. P. G.) p. 12 |

| | | | |

| | |Assessment: | |

| | |Discussions | |

| | |Artistic product | |

| | |Artistic presentations | |

| | |Journals | |

| | |Showcase portfolio | |

HISTORY

|Standard 1: Students will identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are |

|important to our country. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Historical Knowledge (conginued) |

|1.1.2 Compare past and present similarities and |Aspects of daily life might include roles of men, |Instruction: |Unit 1, Lesson 4 |

|differences in daily life by using biographies, oral |women, and children, styles of dress, work within |Multimedia instruction |(I. P. G.) p. 2 |

|histories, and folklore. |and outside the home, popular games, transportation, |Read aloud | |

| |schooling, and manners. |Role play |Unit 2, Lessons 4 and 5 |

| | |Interviewing experts |(I. P. G.) p. 4 |

| | |Compare/contrast | |

| | |Modeling |Unit 3, Lessons 4 and 5 |

| | |Mini lesson |(I. P. G.) p. 6 |

| | |Simulation | |

| | | |Unit 5, Lesson 5 |

| | |Assessment: |(I. P. G.) p. 10 |

| | |Story | |

| | |Poem | |

| | |Discussions | |

| | |Journal | |

| | |Informal assessments | |

| | |Learning log | |

| | |Group work | |

HISTORY

|Standard 1: Students will identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are |

|important to our country. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Historical Knowledge (continued) |

|1.1.3 Identify American songs and symbols. |Symbols: |Instruction: |Unit 5, Lesson 4 |

| |The United States Flag |KWLQ |(I. P. G.) p. 10 |

| |The Bald Eagle |Demonstrating | |

| |The Statue of Liberty |Modeling |The Pledge of Allegiance, Scholastic, Inc., 2000.|

| | |Multimedia instruction | |

| |Songs: |Read aloud | |

| |“The star-spangled Banner” |Reflection--oral/written | |

| |“America the Beautiful” |Self-evaluation | |

| | |Choral reading | |

| | | | |

| | |Assessment: | |

| | |Informal observation | |

| | |Discussion | |

| | |Showcase portfolio | |

HISTORY

|Standard 1: Students will identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are |

|important to our country. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Historical Knowledge (continued) |

|1.1.4 Discuss how the Pledge of Allegiance is a promise |Talk about promises made to parents, friends, and |Instruction: |Unit 1, Lesson 2 |

|to be loyal to the United States. |Girl Scouts/Boy Scouts. |Discussion |(I. P. G.) p. 2 |

| | |Small group work | |

| | |Guiding questions |The Pledge of Allegiance, Scholastic, Inc., 2000.|

| | |Brainstorming | |

| | |Create a chart | |

| | |Self-evaluation | |

| | |Modeling | |

| | |Paraphrasing | |

| | | | |

| | |Assessment: | |

| | |Essay | |

| | |Informal observations | |

| | |Journals | |

| | |Group work | |

| | |Discussions | |

| | |Critical thinking | |

HISTORY

|Standard 1: Students will identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are |

|important to our country. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Historical Knowledge (continued) |

|1.1.5 Identify people and events observed in national |Celebrations and holidays: |Instruction: |Unit 1, Lesson 2 |

|celebrations and holidays. |Thanksgiving |Multimedia |(I. P. G.) p. 2 |

| |Reverend Martin Luther King, Jr. Day |Brainstorming | |

| |Presidents’ Day |Reflection |Unit 2, Lesson 3 |

| |Independence Day |Read aloud |(I. P. G.) p. 4 |

| |Veterans’ Day |Field trip | |

| | |Mini-lesson |Unit 5, Lessons 2, 3, and 5 |

| | |Compare/contrast |(I. P. G.) p. 10 |

| | |Dramatization | |

| | |Student research | |

| | |Writing workshop | |

| | |Picture reading | |

| | | | |

| | |Assessment: | |

| | |Matching test | |

| | |Artistic product | |

| | |Story | |

| | |Reflection | |

| | |Showcase | |

| | |Portfolio | |

HISTORY

|Standard 1: Students will identify continuity and change in the different environments around them, including school and neighborhood communities, and identify individuals, events, and symbols that are |

|important to our country. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Historical Knowledge (continued) |

|1.1.6 Use terms related to time to order events |Identify and order school events using the terms |Instruction: |Unit 1, Lessons 2 and 3 |

|sequentially that have occurred in the school. |“past” and “present;” discuss national holidays and |Sequencing |(I. P. G.) p. 2 |

| |historical events associated with the holidays. |Create a chart | |

| | |Timeline |Unit 3, Lesson 5 |

| | |Drawing |(I. P. G.) p. 6 |

| | |Manipulatives | |

| | |Compare/contrast |Unit 4, Lesson 4 |

| | |Reflection |(I. P. G.) p. 8 |

| | |Story mapping | |

| | |Instruction in strategies (graphic | |

| | |organizers--time line) | |

| | | | |

| | |Assessment: | |

| | |Group work | |

| | |Cooperative learning | |

| | |Story | |

| | |Graphic organizers | |

| | |Concept/topic | |

| | |Maps | |

CIVICS AND GOVERNMENT

|Standard 2: Students will explain the meaning of government, explain why rules and laws are needed in the school and community, identify individual rights and responsibilities, and use a variety of sources to |

|learn about the functions of government and roles of citizens. |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Foundations of Government |

|Give examples of people who have the authority* to make |Parents |Instruction: |Unit 1, Lesson 3 |

|and enforce rules. | |Interview |(I. P. G.) p. 2 |

| |Teachers |Brainstorming | |

| | |Graphic organizers |Unit 2, Lesson 4 |

| |Principals |Discussion |(I. P. G.) p. 4 |

| | |Reflection | |

| | |Guest speaker | |

| | |Compare/contrast | |

| | |Think, pair, share | |

| | | | |

| | |Assessment: | |

|* authority: power that people have the right to use | |Discussions | |

|because of custom or law | |Role play | |

| | |Journal | |

| | |Interactive writing (thank- you notes) | |

CIVICS AND GOVERNMENT

|Standard 2: Students will explain the meaning of government, explain why rules and laws are needed in the school and community, identify individual rights and responsibilities, and use a variety of sources to |

|learn about the functions of government and roles of citizens. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Foundations of Government (continued) |

|1.2.2 Identify rights that people have and identify the |People have the right to own property, such as a |Instruction: |Unit 1, Lesson 3 |

|responsibilities that accompany these rights. |house, but this means taking responsibility for the |Brainstorming |(I. P. G.) p. 2 |

| |maintenance of the house. |Create a chart | |

| | |Guiding questions |Unit 2, Lesson 4 |

| | |Problem-solving approaches |(I. P. G.) p. 4 |

| | |Group work | |

| | |Reflection |Unit 4, Lesson 3 |

| | |Self-evaluation |(I. P. G.) p. 8 |

| | |Demonstration | |

| | |Guest speaker | |

| | |Modeling | |

| | | | |

| | |Assessment: | |

| | |Matching test | |

| | |Discussion | |

| | |Story | |

| | |Critical thinking | |

| | |Debate | |

CIVICS AND GOVERNMENT

|Standard 2: Students will explain the meaning of government, explain why rules and laws are needed in the school and community, identify individual rights and responsibilities, and use a variety of sources to |

|learn about the functions of government and roles of citizens. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Functions of Government |

|1.2.3 Define and give examples of rules and laws |Have a discussion about school rules; i.e. playground|Instruction: |Unit 1, Lesson 3 |

| |and cafeteria rules. Ask when you, your parents, etc.|Brainstorming |(I. P. G.) p. 2 |

| |have to follow rules. |Create a chart | |

| | |Compare/contrast |Unit 2, Lesson 4 |

| | |KWLQ |(I. P. G.) p. 4 |

| | |Use of graphic organizers | |

| | |Paraphrasing | |

| | |Mini-lesson | |

| | |Student research | |

| | |Think-pair-share | |

| | |Guest speaker | |

| | | | |

| | |Assessment: | |

| | |Discussions | |

| | |Posters | |

| | |Journals | |

CIVICS AND GOVERNMENT

|Standard 2: Students will explain the meaning of government, explain why rules and laws are needed in the school and community, identify individual rights and responsibilities, and use a variety of sources to |

|learn about the functions of government and roles of citizens. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Functions of Government (continued) |

|1.2.4 Identify why rules and laws exist, and describe the|Rules and laws exist to establish order and security |Instruction: |Unit 1, Lesson 3 |

|consequences of not having rules and laws. |and to protect rights. |Brainstorming |(I. P. G.) p. 2 |

| | |Create a chart | |

| | |Compare/contrast |Unit 2, Lesson 4 |

| | |Guided questions |(I. P. G.) p. 4 |

| | |Problem-solving approach | |

| | |Small group | |

| | |Guest speaker | |

| | |Ongoing teacher/peer feedback | |

| | |Modeling | |

| | |Reflection | |

| | |Role play--dramatization | |

| | | | |

| | |Assessments: | |

| | |Journals | |

| | |Discussions | |

| | |Critical thinking | |

| | |Picture | |

CIVICS AND GOVERNMENT

|Standard 2: Students will explain the meaning of government, explain why rules and laws are needed in the school and community, identify individual rights and responsibilities, and use a variety of sources to |

|learn about the functions of government and roles of citizens. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Roles of Citizens |

|1.2.5 Suggest ways that students’ actions can contribute |Students help to keep the classroom and school clean |Instruction: |Unit 2, Lessons 3 and 4 |

|to the common good of the community. |by properly disposing of trash. |Brainstorming |(I. P. G.) p. 4 |

| | |Create a chart | |

| | |Peer teaching |Unit 3, Lesson 4 |

| | |Read aloud |(I. P. G.) p. 6 |

| | |Guest speaker | |

| | |Demonstrating |Unit 4, Lessons 3 and 5 |

| | |Modeling |(I. P. G.) p. 8 |

| | |Think-pair-share | |

| | |Writing process | |

| | |Drawing | |

| | | | |

| | |Assessment: | |

| | |Poster | |

| | |Role play | |

| | |Short answer fill-in | |

| | |Observations--informal | |

| | |Anecdotal records | |

CIVICS AND GOVERNMENT

|Standard 2: Students will explain the meaning of government, explain why rules and laws are needed in the school and community, identify individual rights and responsibilities, and use a variety of sources to |

|learn about the functions of government and roles of citizens. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Roles of Citizens (continued) |

|1.2.6 Identify civic virtues that are needed to be a good|Fairness |Instruction: |Unit 1, Lessons 2 and 3 |

|citizen. | |Role play |(I. P. G.) p. 2 |

| |Honesty |Choral reading | |

| | |Read aloud |Unit 5, Lesson 6 |

| |Compassion |Brainstorming |(I. P. G.) p. 10 |

| | |Create a chart | |

| |Responsibility |Conferencing | |

| | |Compare/contrast | |

| | |Modeling | |

| | |Reflection | |

| | |Paraphrasing | |

| | | | |

| | |Assessment: | |

| | |Artistic product | |

| | |Critical thinking | |

| | |Constructed response | |

| | |Journals | |

GEOGRAPHY

|Standard 3: Students will identify the basic characteristics of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected |

|geographic characteristics of their home, school, and neighborhood. |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|The World in Spatial Terms |

|1.3.1 Explain the basic difference between a map* and a |Show visual models of each. |Instruction: |Unit 2, Lessons 1 and 5 |

|globe*. | |Compare/contrast |(I. P. G.) p. 4 |

| | |Manipulatives | |

| | |Demonstration |Unit 3, Lessons 3 and 5 |

| | |Mini-lesson |(I. P. G.) p. 6 |

| | |Discovery learning | |

| | | |Unit 4, Lesson 2 |

| | |Assessment: |(I. P. G.) p. 8 |

|* map: a map is flat and can represent only a part of the| |Matching test | |

|earth’s surface | |Observations |Unit 5, Lesson 2 |

|* globe: a globe is round and can show the entire earth | |Discussions |(I. P. G.) p. 10 |

| | |Artistic product | |

GEOGRAPHY

|Standard 3: Students will identify the basic characteristics of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected |

|geographic characteristics of their home, school, and neighborhood. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|The World in Spatial Terms (continued) |

|1.3.2 Identify the cardinal directions (north, south, |North |Instruction: |Unit 2, Lessons 2 and 5 |

|east, west) on maps and globes. | |Modeling |(I. P. G.) p. 4 |

| |South |Manipulatives | |

| | |Demonstration | |

| |East |Drawing | |

| | |Practice | |

| |West |Discovery learning | |

| | |Mini-lesson | |

| | | | |

| | |Assessment: | |

| | |Matching test | |

| | |Observations | |

| | |Group work | |

| | |Investigation | |

| | | | |

| | | | |

| | | | |

GEOGRAPHY

|Standard 3: Students will identify the basic characteristics of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected |

|geographic characteristics of their home, school, and neighborhood. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Places and Regions |

|1.3.3 Identify the relative locations* of places in the |The relative location of the school might be |Instruction: |Unit 2, Lessons 1 and 2 |

|school setting. |described as “across the road from the fire station” |Brainstorm |(I. P. G.) p. 4 |

| |or “near the river.” |Demonstration | |

| | |Model |Unit 3, Lesson 5 |

| | |Compare/contrast |(I. P. G.) p. 6 |

| | |Guiding questions | |

| | |Problem-solving approach | |

| | |Small group work | |

| | |Think-pair-share | |

| | |Field trip | |

| | | | |

|* relative location: the location of a place in relation | |Assessment: | |

|to another place or places | |Fill in test | |

| | |Discussion | |

| | |Critical thinking | |

GEOGRAPHY

|Standard 3: Students will identify the basic characteristics of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected |

|geographic characteristics of their home, school, and neighborhood. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Places and Regions (continued) |

|1.3.4 Identify physical features* and human features* in |Physical: |Instruction: |Unit 2, Lessons 1, 2, and 5 |

|the geography of school and community. |mountains |Field trip |(I. P. G.) p. 4 |

| |wild life |Brainstorming | |

| |water |Compare/contrast |Unit 3, Lesson 5 |

| | |Graphic organizer |(I. P. G.) p. 6 |

| |Human: |Multimedia | |

| |farms | |Unit 4, Lesson 2 |

|* physical features: geographic features that occur in |cities |Assessment: |(I. P. G.) p. 8 |

|nature, such as land and water forms, natural vegetation,|buildings |Matching | |

|and wildlife |roads |Short answer fill-in | |

|* human features: features created by humans, such as | | | |

|farms, cities, buildings, and roads | | | |

GEOGRAPHY

|Standard 3: Students will identify the basic characteristics of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected |

|geographic characteristics of their home, school, and neighborhood. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Physical Systems |

|1.3.5 Explain the effect of seasonal changes on plants, |Some animals hibernate in winter. |Instruction: |Unit 4, Lesson 1 |

|animals, and people. | |Brainstorm |(I. P. G.) p. 8 |

| |People may wear lighter-weight clothing in summer. |Create a chart | |

| | |Compare/contrast | |

| |Most plants exhibit new growth in spring. |Read aloud | |

| | |Small group | |

| | |Critical thinking | |

| | |Multimedia | |

| | |Direct instruction | |

| | |Mini-lessons | |

| | |Sequencing | |

| | | | |

| | |Assessment: | |

| | |Informal observation | |

| | |Posters | |

| | |Story | |

| | |Portfolio | |

| | |Poetry | |

| | |Artistic product | |

GEOGRAPHY

|Standard 3: Students will identify the basic characteristics of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected |

|geographic characteristics of their home, school, and neighborhood. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Physical Systems (continued) |

|1.3.6 Observe and record the physical processes related |Rainy |Instruction: |Unit 4, Lesson 1 |

|to weather on a daily basis. | |Create a chart |(I. P. G.) p. 8 |

| |Sunny |KWLQ | |

| | |Graph analysis | |

| |Cloudy |Small group | |

| | |Field trip | |

| |Warm |Manipulatives | |

| | |Read aloud | |

| |Cold |Picture reading | |

| | |Classification | |

| | |Writing workshop | |

| | |Journal | |

| | | | |

| | |Assessment: | |

| | |Journals | |

| | |Observations | |

| | |Matching | |

GEOGRAPHY

|Standard 3: Students will identify the basic characteristics of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They will identify selected |

|geographic characteristics of their home, school, and neighborhood. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|Human Systems |

|1.3.7 Draw simple maps that show how land is used in the |Draw maps of the school setting that show the |Instruction: |Unit 2, Lesson 1 |

|school and local community. |playground and different parts of the school |Diorama/3-D maps |(I. P. G.) p. 4 |

| |building. |Demonstration | |

| | |Problem solving | |

| |Make maps that show where people live and work. |Small group work | |

| | |Drawing | |

| | | | |

| | |Assessment: | |

| | |Artistic product | |

| | |Group work | |

| | |Critical thinking | |

| | |Classroom exhibit | |

|Environment and Society |

|1.3.8 Give examples of natural resources, such as water, |Paper comes from trees. |Instruction: |Unit 4, Lessons 3 and 5 |

|trees, plants, and soil, and describe how people in the | |Guest speaker |(I. P. G.) p. 8 |

|school and community use these resources. | |Field trip | |

| | |KWLQ | |

| | |Graphic organizers | |

| | |Compare/contrast | |

| | | | |

| | |Assessment: | |

| | |Artistic product | |

| | |Report | |

| | |Discussions | |

ECONOMICS

|Standard 4: Students will explain how people in the school and community use goods and services and make choices as both producers and consumers. |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|1.4.1 Identify goods* that people use. |Food |Instruction: |Unit 3, Lesson 4 |

| | |Brainstorming |(I. P. G.) p. 6 |

| |Toys |Create a chart | |

| | |Guiding questions |Unit 6, Lesson 1 |

| |Clothing |Direct instruction |(I. P. G.) p. 12 |

| | | | |

| | |Assessment: | |

| | |Matching test | |

| | |Short answer fill in | |

|* goods: objects, such as food or a toy, that can satisfy| |Discussions | |

|people’s wants | |Posters | |

|1.4.2 Identify services* that people do for each other. |Doctor |Instruction: |Unit 2, Lesson 1 |

| | |Guest speaker |(I. P. G.) p. 4 |

| |Nurse |Field trip | |

| | |Brainstorming |Unit 3, Lesson 4 |

| |Trash removal |Create a chart |(I. P. G.) p. 6 |

| | | | |

| |Dental care |Assessment: |Unit 6, Lesson 1 |

| | |Matching test |(I. P. G.) p. 12 |

| |Interview parents about what they do. |Short answer fill-in | |

|* services: actions that someone does for someone else, | |Interactive writing (thank- you letter) | |

|such as dental care or trash removal | | | |

ECONOMICS

|Standard 4: Students will explain how people in the school and community use goods and services and make choices as both producers and consumers. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|1.4.3 Compare and contrast different jobs people do to |Invite guest speakers to talk about the jobs they do.|Instruction: |Unit 2, Lesson 1 |

|earn income. | |Compare/contrast |(I. P. G.) p. 4 |

| | |Interview | |

| | |Writing workshop |Unit 3, Lesson 4 |

| | |Reflection |(I. P. G.) p. 6 |

| | |Classification | |

| | |Read aloud | |

| | | | |

| | |Assessment: | |

| | |Story | |

| | |Discussion | |

|1.4.4 Describe how people in the school and community are|Community Examples: |Instruction: |Unit 3, Lesson 2 |

|both producers* and consumers*. |RV industry |Mini-lesson |(I. P. G.) p. 6 |

| | |Direct instruction | |

| | |Guest speaker |Unit 6, Lesson 1 |

| | |Guiding questions |(I. P. G.) p. 12 |

| | |Brainstorming | |

| | |Compare/contrast | |

| | |Critical thinking | |

| | |Field trip | |

|* producers: people who provide goods or services | | | |

|* consumers: people who use goods or services | |Assessment: | |

| | |Sequencing | |

| | |Discussions | |

| | |End reflections | |

ECONOMICS

|Standard 4: Students will explain how people in the school and community use goods and services and make choices as both producers and consumers. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|1.4.5 Explain that people have to make choices about |Foods not being available |Instruction: |Unit 3, Lessons 2 and 3 |

|goods and services because of scarcity*. | |KWL |(I. P. G.) p. 6 |

| | |Direct teaching | |

| | |Small group | |

| | |Brainstorm | |

| | |Create a chart | |

| | | | |

| | |Assessment: | |

| | |Debate | |

|* scarcity: the idea that resources are limited in | |Discussion | |

|relation to people’s wants | |Reflection | |

|Explain that people exchange goods and services to get |Class store |Instruction: |Unit 2, Lesson 5 |

|the things they want. | |Discussion |(I. P. G.) p. 4 |

| | |Interviewing | |

| | |Reflection |Unit 3, Lesson 4 |

| | |Modeling |(I. P. G.) p. 6 |

| | |Problem solving | |

| | |Writing workshop | |

| | | | |

| | |Assessment: | |

| | |Role plays and simulations | |

| | |Discussions | |

| | |Critical thinking | |

INDIVIDUALS, SOCIETY, AND CULTURE

|Standard 5: Students will understand that they are individuals who interact with other individuals and groups; take responsibility for resolving conflicts and working respectfully with others; and examine the |

|ways that similarities and differences in customs, celebrations, recreation, and the arts benefit the community. |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|1.5.1 Identify one’s own individual talents, interests, |Talent fair/show |Instruction: |Unit 1, Lesson 1 |

|and hobbies, as well as the talents and interests of | |Interviewing |(I. P. G.) p. 2 |

|others. | |Compare/contrast | |

| | |Reflection |Unit 2, Lesson 3 |

| | |Demonstration |(I. P. G.) p. 4 |

| | |Writing workshop | |

| | | |Unit 3, Lesson 1 |

| | |Assessment: |(I. P. G.) p. 6 |

| | |Artistic product | |

| | |Story |Unit 6, Lesson 4 |

| | |Poem |(I. P. G.) p. 12 |

| | |Poster | |

| | |Journal | |

|1.5.2 Identify groups to which people belong. |Boy Scouts |Instruction: |Unit 1, Lesson 1 |

| | |Guest speaker |(I. P. G.) p. 2 |

| |Girl Scouts |Discussions | |

| | |Interview |Unit 2, Lessons 2 and 3 |

| |Clubs |Think-pair-share |(I. P. G.) p. 4 |

| | |Graph analysis | |

| |Musical groups | |Unit 3, Lesson 4 |

| | |Assessment: |(I. P. G.) p. 6 |

| | |Discussions | |

| | |Journal |Unit 6, Lesson 5 |

| | |Role play and simulation |(I. P. G.) p. 12 |

INDIVIDUALS, SOCIETY, AND CULTURE

|Standard 5: Students will understand that they are individuals who interact with other individuals and groups; take responsibility for resolving conflicts and working respectfully with others; and examine the |

|ways that similarities and differences in customs, celebrations, recreation, and the arts benefit the community. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|1.5.3 Give examples of how people show concern, respect |Conflict resolution |Instruction: |Unit 1, Lessons 2 and 3 |

|each other, behave responsibly in a group, and resolve | |Discussion |(I. P. G.) p. 2 |

|differences peacefully. | |Peer teaching | |

| | |Role playing |Unit 2, Lesson 3 |

| | |Paraphrasing |(I. P. G.) p. 4 |

| | |Brainstorming | |

| | |Create a chart |Unit 3, Lesson 4 |

| | | |(I. P. G.) p. 6 |

| | |Assessment: | |

| | |Critical thinking |Unit 6, Lesson 1 |

| | |Journal |(I. P. G.) p. 12 |

| | |Discussion | |

| | |Artistic product | |

| | |Anecdotal records | |

|1.5.4 Demonstrate the importance of treating others as |Conflict resolution steps |Instruction: |Unit 1, Lessons 2 and 3 |

|they would wish to be treated and practice ways of | |Role playing |(I. P. G.) p. |

|resolving differences peacefully. | |Demonstration | |

| | |Small group work |Unit 2, Lesson 3 |

| | |Read aloud |(I. P. G.) p. 4 |

| | |Compare/contrast | |

| | |Interactive practice |Unit 3, Lesson 4 |

| | | |(I. P. G.) p. 6 |

| | |Assessments: | |

| | |Anecdotal records |Unit 5, Lesson 1 |

| | |Critical thinking |(I. P. G.) p. 10 |

| | |Role play and simulation | |

| | |Informal assessment | |

INDIVIDUALS, SOCIETY, AND CULTURE

|Standard 5: Students will understand that they are individuals who interact with other individuals and groups; take responsibility for resolving conflicts and working respectfully with others; and examine the |

|ways that similarities and differences in customs, celebrations, recreation, and the arts benefit the community. (continued) |

|Indicator |Example |Instruction/Assessment Reference |Resource* |

|1.5.5 Compare similarities and differences in customs, |Interview family members |Instruction: |Unit 2, Lesson 3 |

|foods, play, recreation, and celebrations of families in | |Guest speaker |(I. P. G.) p. 4 |

|the community |Family Night |Demonstration | |

| | |Read aloud |Unit 6, Lesson 5 |

| | |Compare/contrast |(I. P. G.) p. 12 |

| | |Small group | |

| | |Interview | |

| | |Computer-assisted instruction | |

| | | | |

| | |Assessments: | |

| | |Story | |

| | |Report | |

| | |Poster | |

| | |Informal observation | |

| | |Investigations | |

| | |Museum exhibit | |

| | |Artistic product | |

|Unit: We Belong |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Neighborhood and communities |1.1.2 Compare past and present similarities and |Instruction: |(I. P. G.) pp. 2, 4, 6, and 10 |

|Past and present in daily life |differences in daily life by using biographies, oral |Dramatization | |

| |histories, and folklore. Examples: Aspects of daily |Student research | |

| |life might include roles of men, women, and children, |Discovery learning | |

| |styles of dress, work within and outside the home, |Picture reading | |

| |popular games, transportation, schooling, and manners. |Multimedia instruction | |

| | |Read aloud | |

| | |Role play | |

| |1.3.7 Draw simple maps that show how land is used in |Interview experts | |

| |the school and local community. Example: Draw maps of |Compare/contrast | |

| |the school setting that show the playground and |Modeling | |

| |different parts of the school building; make maps that |Mini-lesson | |

|Map skills |show where people live and work. |Simulation |(I. P. G.) p. 4 |

| | |Diorama 3-D maps | |

| | |Demonstration | |

| |1.4.1 Identify goods* that people use. |Problem solving | |

| | |Small group work | |

| |1.4.2 Identify services* that people do for each other.|Drawing | |

| | |Brainstorming | |

| | |Create a chart | |

| |*goods: objects, such as food or a toy, that can |Guided questions | |

|Goods and services |satisfy people’s wants |Direct instruction |(I. P. G.) pp. 6 and 12 |

| |*services: actions that someone does for someone else, |Guest speaker | |

| |such as dental care or trash removal |Field trip | |

| | |Writing workshop |(I. P. G.) pp. 4, 6, and 12 |

| | |Reflection | |

| | |Classification | |

| | |Critical thinking | |

| | |KWLQ | |

| | |Think, pair, share | |

| | |Graph analysis | |

| | |Peer teaching | |

| | |Paraphrasing | |

|Unit: We Belong (continued) |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Neighborhood and communities |1.4.3 Compare and contrast different jobs people do to | Interactive practice |(I. P. G.) pp. 4 and 6 |

|Goods and services (continued) |earn income. |Computer-assisted instruction | |

| | |Timeline | |

| |1.4.4 Describe how people in the school and community | | |

| |are both producers* and consumers*. |Assessment: |(I. P. G.) pp. 6 and 12 |

| | |Story | |

| |1.4.5 Explain that people have to make choices about |Poem | |

| |goods and services because of scarcity*. |Discussion | |

| | |Journal |(I. P. G.) p. 6 |

| |1.4.6 Explain that people exchange goods and services |Informal assessment | |

| |to get the things they want. |Learning log | |

| | |Group walk | |

| | |Artistic product |(I. P. G.) pp. 4 and 6 |

| |1.5.1 Identify one’s own individual talents, interests,|Critical thinking | |

| |and hobbies, as well as the talents and interests of |Classroom exhibit | |

| |others. |Matching test | |

| | |Short answer fill-in | |

|Community helpers |1.5.2 Identify groups to which people belong. Examples:|Posters |(I. P. G.) pp. 2, 4, 6, and 12 |

| |Boy Scouts, Girl Scouts, clubs, musical groups |Interactive writing | |

| | |Sequencing | |

| | |Reflections | |

| |*producers: people who provide goods or services |Debate | |

| |*consumers: people who use goods or services |Role play/simulation |(I. P. G.) pp. 2, 4, 6, and 12 |

| |*scarcity: the idea that resources are limited in |Anecdotal records | |

| |relation to people’s wants |Investigations | |

| | |Report | |

| | |Museum exhibit | |

| | | | |

| | | | |

|Unit: We Belong (continued) |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Neighborhood and communities |1.5.3 Give examples of how people show concern, respect| |(I. P. G.) pp. 2, 4, 6, and 12 |

|Life skills |each other, behave responsibly in a group, and resolve | | |

| |differences peacefully. | | |

| | | | |

| |1.5.4 Demonstrate the importance of treating others as | | |

| |they would wish to be treated and practice ways of | |(I. P. G.) pp. 2, 4, 6, and 10 |

| |resolving differences peacefully. | | |

| | | | |

| | | | |

| |1.5.5 Compare similarities and differences in customs, | | |

| |foods, play, recreation, and celebrations of families | | |

|Similarities and differences |in the community. | |(I. P. G.) pp. 4 and 12 |

| | | | |

| | | | |

| |1.3.8 Give examples of natural resources, such as | | |

| |water, trees, plants, and soil, and describe how people| | |

| |in the school and community use these resources. | | |

|Natural resources | | |(I. P. G.) p. 8 |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Unit: Unit: We Belong (continued) |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Family |1.1.1 Identify examples of things that have changed and| |(I. P. G.) pp. 2, 4, 6, and 12 |

|Past and present |things that have remained the same as students compare | | |

| |their lives with the lives of family members, such as | | |

| |parents and grandparents. Example: People today use | | |

| |different kinds of technology, such as computers, in | | |

| |comparison to the types of technology people used in | | |

| |the past. | | |

| | | | |

| |1.1.2 Compare past and present similarities and | | |

| |differences in daily life by using biographies, oral | | |

| |histories, and folklore. Examples: Aspects of daily | | |

| |life might include roles of men, women, and children, | |(I. P. G.) pp. 2, 4, 6, and 10 |

| |styles of dress, work within and outside the home, | | |

| |popular games, transportation, schooling, and manners. | | |

| | | | |

| | | | |

| |1.1.5 Identify people and events observed in national | | |

| |celebrations and holidays. Examples: Celebrations and | | |

| |holidays, such as Thanksgiving, the Reverend Martin | | |

| |Luther King, Jr. Day, Presidents’ Day, Independence | | |

| |Day, and Veterans’ Day. | | |

| | | | |

| | | | |

|My family’s traditions | | |(I. P. G.) pp. 2, 4, and 10 |

|Unit: We Belong (continued) |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|School |1.3.3 Identify the relative locations* of places in the| |(I. P. G.) pp. 4 and 6 |

|Map skills |school setting. Example: The relative location of the | | |

| |school might be described as “across the road from the | | |

| |fire station” or “near the river.” | | |

| | | | |

| |1.3.4 Identify physical features* and human features* | | |

| |in the geography of school and community. | | |

| | | |(I. P. G.) pp. 4, 6, and 8 |

| |1.3.7 Draw simple maps that show how land is used in | | |

| |the school and local community. Example: Draw maps of | | |

| |the school setting that show the playground and | | |

| |different parts of the school building; make maps that | | |

| |show where people live and work. | |(I. P. G.) p. 4 |

| | | | |

| |*relative location: the location of a place in relation| | |

| |to another place or places | | |

| |*physical features: geographic features that occur in | | |

| |nature, such as land and water forms, natural | | |

| |vegetation, and wildlife | | |

| |*human features: features created by humans, such as | | |

| |farms, cities, buildings, and roads *authority: power | | |

| |that people have the right to use because of custom or | | |

| |law | | |

| | | | |

| | | | |

|Unit: We Belong (continued) |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|School |1.2.1 Give examples of people who have the authority* | |(I. P. G.) pp. 2, and 4 |

|Life skills (continued) |to make and enforce rules. Example: Parents, teachers, | | |

| |and principals. | | |

| | | | |

| |1.2.3 Define and give examples of rules and laws. | | |

| | | |(I. P. G.) pp. 2 and 4 |

| |1.2.4 Identify why rules and laws exist, and describe | | |

| |the consequences of not having rules and laws. Example:| | |

| |Rules and laws exist to establish order and security | |(I. P. G.) pp. 2 and 4 |

| |and to protect rights. | | |

| | | | |

| |1.5.3 Give examples of how people show concern, respect| | |

| |each other, behave responsibly in a group, and resolve | | |

| |differences peacefully. | | |

| | | | |

| |1.5.4 Demonstrate the importance of treating others as | |(I. P. G.) pp. 2, 4, 6, and 12 |

| |they would wish to be treated and practice ways of | | |

| |resolving differences peacefully. | | |

| | | | |

| |*authority: power that people have the right to use | | |

| |because of custom or law | |(I. P. G.) pp. 2, 4, 6, and 10 |

|Unit: Citizenship |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Roles of Citizens |1.2.2 Identify rights that people have and identify the|Instruction: |(I. P. G.) pp. 2, 4, and 8 |

|Rights and responsibilities |responsibilities that accompany these rights. Example: |Brainstorming | |

| |People have the right to own property, such as a house,|Create a chart | |

| |but this means taking responsibility for the |Guiding question | |

| |maintenance of the house. |Problem-solving approach | |

| | |Group work | |

| |1.2.3 Define and give examples of rules and laws. |Reflection | |

| | |Self evaluation | |

| |1.2.5 Suggest ways that students’ actions can |Demonstration |(I. P. G.) pp. 2 and 4 |

| |contribute to the common good of the community. |Guest speaker | |

| |Example: Students help to keep the classroom and school|Modeling | |

| |clean by properly disposing of trash. |Compare/contrast |(I. P. G.) pp. 4, 6, and 8 |

| | |KWLQ | |

| |1.2.6 Identify civic virtues that are needed to be a |Graphic organizers | |

| |good citizen. |Paraphrasing | |

| | |Mini lesson | |

| | |Student research | |

| |1.2.6 Identify civic virtues that are needed to be a |Think-pair-share | |

| |good citizen. |Peer teaching |(I. P. G.) pp. 2 and 10 |

| | |Read aloud | |

| |1.5.3 Give examples of how people show concern, respect|Writing process | |

| |each other, behave responsibly in a group, and resolve |Drawing | |

|Life skills |differences peacefully. |Role play |(I. P. G.) pp. 2 and 10 |

| | |Choral reading | |

| | |Conferencing | |

| | |Interview |(I. P. G.) pp. 2, 4, 6, and 12 |

| | |Discussion | |

| | |Interactive practice | |

| | | | |

| | |Assessment: | |

| | |Matching test | |

| | |Discussion | |

|Unit: Citizenship (continued) |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Life skills (continued) |1.5.4 Demonstrate the importance of treating others as | Story |(I. P. G.) pp. 2, 4, 6, and 10 |

| |they would wish to be treated and practice ways of |Critical thinking | |

| |resolving differences peacefully. |Debate | |

| | |Posters | |

| | |Journals | |

| |1.2.1 Give examples of people who have the authority* |Role play | |

|Meaning of government |to make and enforce rules. Example: Parents, teachers, |Short answer fill-in |(I. P. G.) pp. 2 and 4 |

| |and principals. |Informal observation | |

| | |Anecdotal record | |

| |1.2.4 Identify why rules and laws exist, and describe |Artistic product | |

| |the consequences of not having rules and laws. Example:|Constructed response | |

| |Rules and laws exist to establish order and security |Interactive writing |(I. P. G.) pp. 2 and 4 |

| |and to protect rights. |Informal assessment | |

| | | | |

| | | | |

| | | | |

| | | | |

| |*authority: power that people have the right to use | | |

| |because of custom or law | | |

|Unit: American History |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Similarities and Differences |1.1.1 Identify examples of things that have changed and|Instruction: |(I. P. G.) pp. 2, 4, 6, and 12 |

|Past and present |things that have remained the same as students compare |Questioning and discussion | |

| |their lives with the lives of family members, such as |Instruction in strategies | |

| |parents and grandparents. Example: People today use |Compare/contrast | |

| |different kinds of technology, such as computers, in |Interview | |

| |comparison to the types of technology people used in |Role play | |

| |the past. |Discovery learning | |

| | |Read aloud | |

| |1.1.2 Compare past and present similarities and |Drawing | |

| |differences in daily life by using biographies, oral |Sequencing | |

| |histories, and folklore. Examples: Aspects of daily |Writing process/workshop | |

| |life might include roles of men, women, and children, |Multimedia instruction |(I. P. G.) pp. 2, 4, 6, and 10 |

| |styles of dress, work within and outside the home, |Modeling | |

| |popular games, transportation, schooling, and manners. |Mini-lesson | |

| | |Choral reading | |

| | |Simulation | |

| |1.1.3 Identify American songs and symbols. Examples: |Story mapping | |

| |Symbols – The United States Flag, the Bald Eagle, and |KWLQ | |

| |the Statue of Liberty; Songs – “The star-spangled |Manipulatives | |

| |Banner,” “America the Beautiful.” |Demonstration | |

| | |Discussion | |

| | |Small group work | |

| | |Guiding questions | |

|Patriotism | |Brainstorming |(I. P. G.) p. 10 |

|Songs and symbols | |Create a chart | |

| | |Paraphrasing | |

| | |Field trip |The Pledge of Allegiance, Scholastic, Inc. |

| | |Timeline |2000. |

| | |Dramatization | |

| | |Student research | |

| | |Picture reading | |

|Unit: American History (continued) |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Patriotism (continued) |1.1.4 Discuss how the Pledge of Allegiance is a promise|Assessment: |(I. P. G.) p. 2 |

|Pledge of Allegiance |to be loyal to the United States. |Discussions | |

| | |Artistic product/presentation |The Pledge of Allegiance, Scholastic, Inc. |

| | |Graphic organizers |2000. |

| |1.1.5 Identify people and events observed in national |Journals | |

|Celebrations and holidays |celebrations and holidays. Examples: Celebrations and |Concept/topic maps |(I. P. G.) pp. 2, 4, and 10 |

| |holidays, such as Thanksgiving, the Reverend Martin |Showcase portfolio | |

| |Luther King, Jr. Day, Presidents’ Day, Independence |Story/poem | |

| |Day, and Veterans’ Day. |Informal assessment | |

| | |Learning log | |

| |1.1.6 Use terms related to time to order events |Group work | |

| |sequentially that have occurred in the school. |Reflection | |

| |Examples: Identify and order school events using the |Self-evaluation | |

| |terms “past” and “present”; discuss national holidays |Choral reading | |

| |and historical events associated with the holidays. |Informal observation |(I. P. G.) pp. 2, 6, and 8 |

| | |Essay | |

| | |Critical thinking | |

| | |Matching test | |

| | |Reflection | |

| | |Cooperative learning | |

|Unit: Our World |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Places |1.3.1 Explain the basic difference between a map* and a|Instruction: |(I. P. G.) pp. 4, 6, 8, and 10 |

|Maps and globes |globe*. |Compare/contrast | |

| | |Manipulatives | |

| |1.3.2 Identify the cardinal directions (north, south, |Demonstrations |(I. P. G.) p. 4 |

| |east, west) on maps and globes. |Mini-lesson | |

| | |Discovery learning | |

| | |Modeling | |

| |1.3.3 Identify the relative locations* of places in the|Drawing | |

|Relative locations |school setting. Example: The relative location of the |Practice |(I. P. G.) pp. 4 and 6 |

| |school might be described as “across the road from the |Brainstorm | |

| |fire station” or “near the river.” |Guiding questions | |

| | |Problem-solving approach | |

| | |Small group work | |

| |1.3.4 Identify physical features* and human features* |Think-pair-share | |

| |in the geography of school and community. |Field trip | |

| | |Graphic organizer | |

|Physical and human features |*map: a map is flat and can represent only a part of |Multimedia |(I. P. G.) pp. 4, 6, and 8 |

| |the earth’s surface |Guest speaker | |

| |*globe: a globe is round and can show the entire earth |Read aloud | |

| |*relative location: the location of a place in relation|Interview | |

| |to another place or places |Computer-assisted instruction | |

| |*physical features: geographic features that occur in |Create a chart | |

| |nature, such as land and water forms, natural |KWLQ | |

| |vegetation, and wildlife |Graphic analysis | |

| | |Picture reading | |

| | |Classification | |

| | |Writing workshop | |

| | |Journals | |

| | |Critical thinking | |

| | |Direct instruction | |

| | |Sequencing | |

|Unit: Our World (continued) |

|Topic |Indicator |Instruction/Assessment Reference |Resource* |

|Similarities and differences |1.5.5 Compare similarities and differences in customs, |Assessment: |(I. P. G.) pp. 4 and 12 |

|Celebrations of families |foods, play, recreation, and celebrations of families |Matching tests | |

| |in the community. |Discussions | |

| | |Artistic products | |

| | |Group work | |

| |1.3.6 Observe and record the physical processes related|Investigation | |

|Weather and seasons |to weather on a daily basis. Example: Rainy, sunny, |Fill-in test |(I. P. G.) p. 8 |

|Weather |cloudy, warm, cold. |Critical thinking | |

|Seasons | |Story | |

| |1.3.5 Explain the effect of seasonal changes on plants,|Report | |

| |animals, and people. Examples: Some animals hibernate |Posters | |

| |in winter; people may wear lighter-weight clothing in |Informal observations |(I. P. G.) p. 8 |

| |summer; most plants exhibit new growth in spring. |Investigations | |

| | |Museum exhibit | |

| | |Journals | |

| | |Portfolio | |

| | |Poetry | |

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