Primary AQ Unit Plan - Grade 1 Social Studies

Primary AQ course

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Primary AQ Unit Plan - Grade 1 Social Studies by Mind Map: Primary AQ Unit Plan - Grade 1 Social Studies

1. Lesson 1

1.1. Title: What is a community?

1.2. Discuss: different natural and human-made features in your community; students can share the different features present in their community and the different community members that are a part of their community

1.3. Activity: on chart paper, write down what students discuss, try to add pictures so it is easier for them to look back on

1.4. Evaluation: discussion/observation

1.5. LEARNING GOAL: students will learn about different features of the community

1.6. Teacher directed; collaborative

1.7. B1.1 describe some of the ways in which people make use of natural and built features of, and human services in, the local community to meet their needs, and what might happen if these features/services did not exist

1.8. B3.1 identify some of the natural and built features of their community

1.9. Materials: chart paper, markers

2. Lesson 2

2.1. Title: What parts of the community do we enjoy?

2.2. Discuss: discuss with students the different parts of the community they enjoy to spend time at (park, library, pool, etc.), discuss what needs the community serves for us

2.3. Activity: students can draw a picture of their favourite community location

2.4. Evaluation: sharing and discussion of the photo student drew

2.5. LEARNING GOAL: students will be able to name different parts of the community they enjoy

2.6. Hands-on

2.7. B2.1 formulate questions to guide investigations into some aspects of the interrelationship between people and the natural and built features of their community, with a focus on some of the short- and long-term effects of this interrelationship

2.8. Materials: paper, pencil crayons, markers

3. Lesson 4

3.1. Title: What do we see when exploring your community? (experiential)

3.2. Activity: community walk around the school neighbourhood; stop at different parts of the community and ask students probing questions; remind students to practice safety

3.3. Discuss: when students return back to the class, they can discuss what they saw and share how the school community it similar/different from the community they live in

3.4. Evaluation: checklist to see if students have observed different parts of the community

3.5. LEARNING GOAL: students will be able to discuss the different parts of the community in their school neighbourhood

3.6. Field Trip; hands-on; inquiry

3.7. B3.2 identify some distinct areas in the local community and describe some of the characteristics of these areas

3.8. Materials: outdoor shoes

4. Lesson 3

4.1. Title: How can we be safe in our community? (integration of health)

4.2. Discuss: students will discuss ways they can behave safely in the community, people it is safe to talk to, what to do if they are in trouble

4.3. Activity: watch a video of children making good and bad decisions about safety in the community and discuss what they would do if they were in that situation (case studies, critical thinking, problem solving)

4.4. LEARNING GOAL: students will be able to discuss how to act safely in the community and what to do if they are in trouble

4.5. Teacher directed; inquiry

4.6. B1.3 create a plan that outlines some specific ways in which they can responsibly interact with the built and/or natural environment in the local community

4.7. HEALTH D1.2 demonstrate an understanding of essential knowledge and practices for ensuring their personal safety

4.8. Materials: laptop, projector

5. Lesson 5

5.1. Title: who are community members? (integration of language)

5.2. Activity: see read aloud lesson plan (5.2)

6. Big idea: communities have natural and built features and provide services that help meet the needs of the people who live and work there

7. Learning environment: classroom, outside, gym, community, library

8. Lesson 6

8.1. Title: what do community members do? (integration of drama)

8.2. Discuss: discuss what we have learned about community members and what their responsibilities are

8.3. Activity: put students in groups to create drama skits about what they think community members do, students can discuss and ask questions about community members they are not familiar with

8.4. Evaluation: rubric based on their skit

8.5. LEARNING GOAL: students will be able to act like different community members

8.6. Hands-on; collaborative; inquiry

8.7. B1.2 identify some services and service-related occupations in their community, and describe how they meet people’s needs, including their own needs

8.8. DRAMA: B1.1 engage in dramatic play and role play, with a focus on exploring a variety of sources from diverse communities, times, and places

8.9. Materials: various props and toys from the classroom

9. Lesson 7 (Culminating task)

9.1. Title: what have I learned? (integration of language)

9.2. Activity: students will take 10 pictures of different community features or members and write 2 sentences about each one. They will arrange this work on a bristol board to share with the class.

9.3. Evaluation: rubric

9.4. LEARNING GOAL: students will share what they have learned throughout the unit

9.5. Hands-on; cross curricular; inquiry

9.6. B1.1 describe some of the ways in which people make use of natural and built features of, and human services in, the local community to meet their needs, and what might happen if these features/services did not exist

9.7. B1.2 identify some services and service-related occupations in their community, and describe how they meet people's needs, including their own needs

9.8. B2.6 communicate the results of their inquiries using appropriate vocabulary and formats

9.9. LANGUAGE 1.2 generate ideas about a potential topic, using a variety of strategies and resources

9.10. LANGUAGE 1.4 sort ideas and information for their writing in a variety of ways, with support and direction

9.11. LANGUAGE 2.4 write simple but complete sentences that make sense

9.12. REPORT CARD COMMENT: In Social Studies, Student is able to describe the relationships between people and features in their community effectively. Student demonstrates their understanding of community features and members through skits and discussions about community walks. Student is encouraged to continue using the social studies inquiry process outside of school to learn more about their community.