Grade 1 Assignment



Grade 1 AssignmentThis assignment is strongly aligned to the standards. Teacher NotesIntroductionThis Teacher Notes document contains guidance and information on how to scaffold student understanding of the inquiry practices and the disciplinary strands referenced to engage with assignments aligned to the supporting and compelling questions. Throughout this document, readers will notice several shaded boxes. In general, these boxes deal with the student facing portions of this sample assignment. As the purpose of this document is to provide insight on instructional process considerations for educators, reading the surrounding “plain” text will be critical to educators seeking to reflect on the implications utilizing standards-aligned assignments such as this would have on planning and facilitating instruction.Sample student assignments are being used to illustrate weak, partial and strong alignment to the Kentucky Academic Standards (KAS) for Social Studies. This strongly aligned Grade 1 assignment includes teacher notes to provide instructional support for implementation of the KAS for Social Studies. To examine why this assignment is strongly aligned to the KAS for Social Studies, engage with the Grade 1 Assignment Review Protocol for this assignment. It is important to note that the assignment(s), indicated throughout the Teacher Notes with shaded boxes, and related resource(s) represent one example. It is not a requirement nor a suggestion for school curriculum. While the Kentucky Department of Education (KDE) is responsible for the development of high-quality academic standards, state law assigns each local district the authority to develop the school’s curriculum and determine appropriate instructional resources based on language found in Kentucky Revised Statute (KRS) 160.345. It is under the discretion of the superintendent to determine the local curriculum, including the evaluation and selection of instructional resources. The KDE does not adopt, select or recommend specific curricula for coursework. Per KRS 160.345(g), “the local superintendent shall determine which curriculum, textbooks, instructional materials, and student support services shall be provided in the school after consulting with the local board of education, the school principal, and the school council and after a reasonable review and response period for stakeholders in accordance with local board of education policy.”Kentucky Academic Standards (KAS) for Social Studies alignment:1.I.Q.1 Ask compelling questions about communities in Kentucky.?1.I.Q.2 Identify supporting questions to investigate compelling questions about communities in Kentucky.1.C.CP.1 Describe the purpose of Kentucky government.1.C.PR.1 Investigate rules and laws in Kentucky to understand their purpose.?1.E.MA.1 Describe how different jobs, as well as public and private institutions, help people in the community.1.I.UE.2 Construct responses to compelling and supporting questions about communities in Kentucky.1..2 Construct an argument with reasons to address how to improve the local community and Kentucky.KAS for Social Studies alignment: When engaging with the KAS for Social Studies, it is important to review the requirements of SB 1 (2017). One of the standards revision requirements of SB 1 (2017) states that “the standards revision to the content standards shall… Result in fewer, but more in-depth standards to facilitate mastery learning.” This is critical to remember when engaging with the KAS for Social Studies. In order to meet this requirement, the teacher writers from across Kentucky wrote standards that were more in-depth to facilitate mastery learning. As a result, educators may have to engage with a standard multiple times throughout a year in order to meet the full intent of the standard, meaning that an educator may revisit the standard in multiple lessons or unit plans throughout the year. As a result, the following assignment example may not encompass the entire scope of the standards identified. Therefore, it is critical that educators evaluate their social studies program and curricula to ensure that students have the opportunity to engage with the entirety of the demands within the standards during that grade/grade-span.?For guidance on how to evaluate your school’s social studies program, please engage with the Minding the Gap module available at under the Social Studies Professional Learning Modules section. Overview: Students will describe and investigate the purpose of rules and laws in Kentucky and the Kentucky government to understand their purpose. Students will describe how different jobs, as well as public and private institutions, help people in the community. Students will use this knowledge to construct an argument with reasons to address how to improve the local community and Kentucky. Compelling Question: “What makes a community healthy?”Compelling QuestionsCompelling questions are open-ended, enduring and center on significant unresolved issues. Characteristics of compelling questions are:They focus on “big ideas” Intellectually challengingGenerate interestAllow for multiple perspectivesCan be answered in a variety of waysInspire investigation through the discipline strands. When students are engaging with compelling questions, it is important to use the language of the KAS for Social Studies and identify these questions as pelling questions are used here to show the alignment between a compelling question, a supporting question and assignments. In this example, one supporting question is provided that is aligned to a compelling question. However, students may need to engage with more than one supporting question in order to fully engage with a compelling question.While this assignment provides a compelling question to demonstrate alignment, students are not required to ask compelling questions without support as it is not the expectation of the standard that students develop the compelling questions on their own. For example, teachers can pose compelling questions as seen in the KAS for Social Studies Grade Specific Overview in the “what this would look like in practice” chart. Or, teachers can work with students to generate them together. It is important to note that the KAS for Social Studies outlines the minimum standards Kentucky students should learn in each grade level kindergarten through eighth grade or high school grade-span. Thus, teachers can have students develop their own compelling questions with support, but it is not the requirement of the standard.According to the KAS for Social Studies, students should have been engaging with compelling questions since Kindergarten. However, as students have not had the opportunity to engage with the KAS for Social Studies since Kindergarten, teachers and students may need to address this gap in knowledge.Supporting Question: “How do public services impact a community?”Supporting Questions:Supporting questions support the compelling question by asking more focused questions. These can be answered through use of the concepts and practices of each social studies discipline. Supporting questions should provide students with knowledge that they can synthesize to answer the larger compelling question. When students are engaging with supporting questions, it is important to use the language of the KAS for Social Studies and identify these questions as “supporting”.It is important to note that while this assignment provides a supporting question to demonstrate alignment, student identification of supporting questions is a critical part of the inquiry process. Since 1.I.Q.2 states “identify supporting questions,” teachers should provide opportunities for students to identify supporting questions about communities found in Kentucky. According to the KAS for Social Studies, Grade 1 is the first time students will engage with supporting questions.For guidance on how to support students in identifying supporting questions to explore a compelling question further, teachers may implement strategies, such as What Makes You Say That? to inspire students to identify additional, more discipline specific, questions they have about the compelling question. It is important to note that strategies, such as What Makes You Say That? help students identify additional questions they have on a topic or areas of interest to pursue questions; however, this strategy does not necessarily elicit supporting questions from a student on the first attempt or without revision. Teachers and students will need to be able to evaluate and revise the questions created to ensure that the questions are more focused than the compelling question, use of the concepts and practices of each social studies discipline, and provide students with knowledge that they can synthesize to answer the larger compelling question.Considerations for Prior LearningIn this assignment, students engage with the KAS for Social Studies to build knowledge that will enable them to construct an argument to answer the compelling question. In this assignment, students build knowledge to answer the compelling question by investigating the supporting question. As a reminder, those questions are provided pelling Question: “What makes a community healthy?”Supporting Question: ?“How do public services impact a community?”In this assignment, students engage with the KAS for Social Studies to build knowledge that will enable them to construct an argument to answer the compelling question: “What makes a community healthy?” In this assignment, students build knowledge to answer the compelling question by investigating the supporting question, “How do public services impact a community?The following resource may be utilized with students to introduce Kentucky laws:Kentucky Legislative Research Commission. (2002). The Legislative Process: How the Beagle Could Become Kentucky’s State Dog. the compelling question to students: “What makes a community healthy?” As students engage with the question through whole group discussion, have them?explain what healthy means and give examples. Students may respond that healthy means eating vegetables, exercising, avoiding junk food and not being sick. Prompt them to go beyond what makes a body healthy to what makes other things healthy. Pose the question: “What makes a healthy classroom?” Students may respond with being respectful to one another, following directions and being safe. Then, ask students what makes an unhealthy classroom. Responses may include, but are not limited to not respecting one another, doing whatever they want and not being safe. This will help students get an idea of how something other than the body can be considered healthy or unhealthy.Next, reread the compelling question together. Explain to students that they are going to be investigating what makes a community healthy. Ensure that students understand what is meant by community, and that this may include our school, friends, family, neighborhood and town.?It is important to note that according to the KAS for Social Studies, students should have been engaging with and demonstrating their knowledge of community since Kindergarten. However, as students have not had the opportunity to engage with the KAS for Social Studies since Kindergarten, teachers and students may need to address this gap in knowledge.In order to support student understanding that the Kentucky government has the ability to pass laws that can provide services that benefit communities, introduce The Legislative Process: How the Beagle Could Become Kentucky's State Dog. This literary text explains how citizens can take their concerns to their representatives in state government. Representatives can address this concern by presenting a bill that can become law if it is passed through both the House of Representatives and the Senate and signed by the Governor.?Before reading, pose the question to students: “What is a law?” Record student responses to this question. Next, read The Legislative Process: How the Beagle Could Become Kentucky's State Dog aloud to the class. Pause when appropriate to check for comprehension and question students. Some questions may include, but are not limited to, the following:Why did Julia and Michael decide to honor dogs by proposing a bill to make a beagle the state dog of Kentucky? (Many people in Kentucky have dogs and they are special to lots of people)What does it mean to have a state bird, flower, etc.? (It is the official bird, flower, etc. of the state, so it is something that is common and popular in Kentucky)What is the General Assembly? (These are elected officials who come together to discuss and decide on laws)What is a bill? (A bill is an idea that could become law if the majority of lawmakers vote to pass it)What is a Senator? (a lawmaker)What would happen if most of the Senators did NOT like the bill? (It would not be passed and would not become law)What happens if the governor also likes the bill? (He/she signs it into law)At the end, the bill to make the beagle Kentucky’s state dog is passed into law. What role did Julia and Michael have in making this happen? (They were the ones who had the idea at the beginning and shared it with their government leader)After reading this text, reflect on the definition of “law” that the students developed prior to engaging with this text. Is there anything they would like to revise or modify? As the definition of “law” is discussed,?review the lawmaking process. Ensure that students have a basic understanding of the process: citizens can share ideas with their government leaders, the government leaders can create a bill and discuss the ideas together, then they vote on the bill and if the majority vote yes and the governor agrees and signs it, it becomes a law.Investigation: Part 11.C.PR.1 Investigate rules and laws in Kentucky to understand their purpose.Disciplinary Clarification from the KAS for Social Studies: Rules and laws are created to establish order, benefit citizens and keep people safe. They may include, but are not limited to, obeying traffic signs or attending school. These have the purpose of maintaining safety and providing educational opportunities.To investigate Kentucky laws, the following sources may be utilized:Driving Laws. (n.d.). Red Light and Stop Sign Tickets in Kentucky. . (2016). Kentucky Compulsory Education Laws. Department of Education. (2020). Student Health Services: Health Forms. Transportation Cabinet. (n.d.). Child Passenger Safety Information. reading the selected text, explain to students that although the law to make the beagle the state dog did not provide a public service or help the community become healthy, a law to provide a public service would be passed the same way. Citizens could find a problem in the community, then express this problem to their representative, who could then produce a bill that can attempt to solve the problem by providing a public service. This service can help fix the problem, which makes the community healthier.Discuss several Kentucky laws with students, such as, but not limited to, the following:Seat belt and car seat lawChildren required to attend schoolDental, physical and immunization requirements when entering schoolRed light and stop light lawsNote that these are written above an elementary student’s reading level and should be adapted for students to comprehend. Explain that in the case of each of these laws, there was a problem identified, and then a law was passed to provide a service to help fix the problem and enhance the health of the community. To anchor the discussion, the class can complete a graphic organizer together on an anchor chart, such as the following:What is the Kentucky law?What is the purpose of this law?How did this law impact the community?For example, explain to students that KRS 194A.010 established the functions of the Cabinet for Health and Family Services. Discuss how this agency promotes the health of children by providing health care services for those in need. Next, ask students, “What problem does this law address, or help fix?” Students may respond that some children and families cannot afford health care. After recording their answer, ask “How did this law impact the community?” Prompt students to think about the Cabinet and how it can help many families in Kentucky. After recording their response, discuss the remaining two laws.?The following chart provides an example of how the chart may look:What is the Kentucky law?What is the purpose of this law?How did this law impact the community?Seat belts requiredto ensure that people wear seat belts at all times.It makes traveling within the community safer by protecting drivers and passengers.children must attend schoolto provide students with knowledge and skills for the future;?for support socially, emotionally and physically.It helps children in the community build the knowledge and skills to contribute to the community. For example, school teaches students that they need to follow the rules of the community, etc.?drivers must stop at stop signsto make sure drivers take turns at intersections.It makes traveling within the community safer by providing rules that drivers must follow when they come to intersections.Immunizations requiredto ensure that all students are protected against harmful diseases.It makes the community healthier because it prevents people from getting dangerous diseases and protects others in the community who might have compromised immune systems.?Completing this chart together as a class will provide evidence and information that will be helpful to students as they investigate the supporting question. Students will be able to use these examples in their responses.Investigation: Part 21.C.CP.1 Describe the purpose of Kentucky government.Disciplinary Clarification from the KAS for Social Studies: Kentucky government creates laws that benefit the wellbeing and safety of community members. Kentucky government approves budgets and administers amenities and services, including, but not limited to, roads, public schools, state parks, state courts and public safety.Using your knowledge of Kentucky laws, ask students the following question: “What is the purpose of government?”?To answer this question, students may cite information from the laws they examined previously to support their understanding that a purpose of Kentucky government is to promote the safety and well-being of the citizens of Kentucky. Investigation: Part 31.E.MA.1 Describe how different jobs, as well as public and private institutions, help people in the community.?Disciplinary Clarification from the KAS for Social Studies: By living in communities, people can enjoy the benefit of the various skills and talents of others. People often do a job they are good at, or gain specialized skills from working at a specific job. These jobs may include things like fire fighter, factory worker, police officer, teacher, store clerk, doctor or mechanic. Various jobs like these contribute to the common good and help shape the unique nature of a student’s community. Public institutions are owned by the government whereas private institutions are owned by citizens. Public institutions may include, but are not limited to, schools and libraries. Private institutions may include, but are not limited to, homeless shelters run by charities and local businesses.Explain that by living in communities, people can enjoy the benefit of the various skills and talents of others. People often do a job they are good at, or gain specialized skills from working at a specific job. Distribute pictures/names of various jobs in the community that provide services that help to improve the community, and the pictures/names that describes their role. Examples are shown below:Each student should receive one card, either a job or role. Explain to students that they have been given various jobs and roles that benefit the community, and that they will need to seek the job or role that corresponds to their card. Students can travel around the room and talk to their peers to search for their match. Once they have found their match, the students will become partners. Have the pairs discuss the following questions:How does this job and role benefit the community?How does this job and role make the community healthier?Once pairs have had time to discuss these questions with their partner, have them share with the class.After all students have had the opportunity to share, develop a class statement that answers the following question: How do different jobs help people in the community? This statement will help students as they continue to investigate the supporting question.How do public and private institutions help people in the community?Explain that public institutions are owned by the government whereas private institutions are owned by citizens. As a class, brainstorm a list of institutions they encounter in their daily lives and then have the students classify these institutions as public or private on a T-chart. Guide and prompt students as needed to develop a list with several examples. Help clear up any misconceptions about whether identified institutions are public or private. Here is an example of what this might look like:Once this list is completed and students have demonstrated their knowledge of public and private institutions, discuss the following question: How do each of these public and private institutions help people in the community and make the community healthier?? Then, develop a class statement about how public and private institutions can help make a community healthy.Task Aligned to the Supporting Question: KAS for Social Studies alignment: 1.I.Q.2 Identify supporting questions to investigate compelling questions about communities in Kentucky.1.C.CP.1 Describe the purpose of Kentucky government.1.C.PR.1 Investigate rules and laws in Kentucky to understand their purpose.?1.E.MA.1 Describe how different jobs, as well as public and private institutions, help people in the community.1.I.UE.2 Construct responses to compelling and supporting questions about communities in Kentucky.In these assignments, students are required to synthesize information learned through engaging with the disciplinary strand standards to answer a supporting question.?Supporting Question: In order to answer the supporting question, use your knowledge ofthe purpose of Kentucky governmentthe purpose of rules and lawsSupporting Question: How do public services impact a community? Responses can take on forms other than written paragraphs. For example, students can use technology to create slides, videos or recordings of their responses and share with their peers.Task Aligned to the Compelling Question:KAS for Social Studies alignment: 1.I.Q.1 Ask compelling questions about communities in Kentucky.?1.I.UE.2 Construct responses to compelling and supporting questions about communities in Kentucky.1..2 Construct an argument with reasons to address how to improve the local community and Kentucky.Assignments aligned to the compelling question are designed to provide guidance on how to have students synthesize the knowledge learned from engaging with the supporting question(s) to investigate enduring and significant unresolved issues addressed by the compelling question. In this example, one supporting question is provided that is aligned to a compelling question. However, students may need to engage with more than one supporting question in order to fully engage with a compelling question.? Compelling Question: Part One: Construct a response to answer the following question: What makes a community healthy??Part Two: Construct an argument, with reasons, on how to improve the local community and Kentucky based on your understanding of what makes a community healthy. It is important to note that responses on assignments can take on forms other than written paragraphs. For example, students can use technology to create slides, videos or recordings of their responses and share with their peers. They could also create visual representations of their response by drawing pictures or creating a poster. ................
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