Grade 1: Social Studies Unit

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Grade 1: Social Studies Unit by Mind Map: Grade 1: Social Studies Unit

1. Lesson 1: What is a community?

1.1. Teacher directed, collaborative

1.2. Learning environment: classroom

1.3. The students and teacher will discuss what is a communtiy?

1.3.1. Think-pair-share

1.4. Using chart paper, the teacher will write down the following: A community is a place where people live, work and play. They will also write down the ideas of the students.

1.5. Students will watch the following video together : Cartoon for Kids‼️ What is a Community? Social studies for Children

1.6. After having watched the video, the students will receive their own word web with 8 blank bubbles that they will fill out. Using what they learned today, they have the option of writing out their thoughts or drawing them.

1.7. Social studies overall expectations B1. Application: describe some aspects of the interrelationship between people and the natural and built features of their community, with a focus on how the features of and services in the community meet people’s needs (FOCUS ON: Interrelationships)

1.7.1. Specific Expectations B1.1describe 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. Learning goal : Students will learn what is a community and what are some of the aspects that make it a community.

1.9. Evaluation: discussion

1.10. Materials: Smart board

2. Lesson 2: How can we be safe in our community?:

2.1. Cross-curricular, teacher directed

2.2. Students will be preparing to go on a community scavenger walk. However, before the walk, they will be taught about how to stay safe when walking in the community, who they can talk to and who they should not talk to and what to do when students find themselves in a dangerous situation.

2.3. Integration of Health and Physical Education

2.4. Active Living B3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

2.4.1. B3.2 identify environmental factors that pose safety risks, including the risk of concussion, during their participation in physical activity

2.5. Learning goal: students will be able to discuss and learn what it means to be safe when out in the community but also what they should do when they are in danger.

3. Lesson 3: Explore your own community. What are the different parts of my community?

3.1. Field trip, teacher directed

3.2. Integration:Health and Physical Education

3.3. Learning environment: walk around school and the local community

3.4. Evalaution: checklist

3.5. Students will go on scavenger hunt around the community and observe the different features that make up their community. They will be given a checklist to use during the walk and will be asked to check off any features that they see as they are walking. Prior to the walk, teacher and students will go over the checklist as well as safety measures when walking out in public (health and physical education)

3.6. Materials: outdoor shoes, checklists

3.7. Learning goal: students will be able to observe and recognize the different buildings, services and community helpers within their school community.

4. Lesson 4: What are the different types of communities?

4.1. Learning environment: classroom

4.2. Students and teacher will discuss the different between rural, suburban and urban areas.

4.3. Students will watch the following video: Communities for Kids - Types of Communities | Social Studies for Kids | Kids Academy

4.4. Using the video, students will fill out a chart describing what they see in each area.

4.4.1. In the city, I see...

4.4.2. In the countryside, I see...

4.4.3. In the suburbs, I see...

4.5. Writing task

4.5.1. I want to live in a ____________ community because........

4.5.1.1. Students will be asked to answer the follwing statement and to give 1-2 reasons for why they would like to live in a specific community. They will then come together to share their ideas.

4.6. Social studies overall expectations B3. Understanding Context: describe significant aspects of their community, with reference to different areas, services, and natural and built features, demonstrating an understanding of some basic ways of describing location and measuring distance (FOCUS ON: Significance; Patterns and Trends)

4.6.1. B3.1identify some of the natural and built features of their community B3.2identify some distinct areas in the local community

4.7. Learning goal: Students will be able to decipher between the three different types of communities (urban, suburban and rural) and be able to distinguish them by their characteristics.

4.8. Assessment and evaluation: 2 writing activities, discussions

5. Lesson 5: Community helpers. Who are the people within my community.

5.1. Learning environment: school library, local library, classroom, computer lab

5.2. Students and discuss the community helpers and services found within their community.

5.3. Ideas will be written down on chart paper (For example: Police, firefighter, doctor, librarian, teachers, postal workers,mechanics, nurses, doctors etc).

5.4. Students and teacher will watch the following video together: Community Helpers for Kids | Jobs & Occupations for Preschool and Kindergarten | Kids Academy

5.5. Special guest: Invite school or local librarian to come visit your class and talk about the library.

5.6. Reading activity: students will read the "Who am I?" descriptions and cut out and paste the correct picture of the community helper.

5.7. Inquiry task: Students will be asked to chose a community helper that we discussed in class and to reasearch about them.

5.7.1. Students will have opportunities to complete research in the computer lab and library. Chromebooks and iPads will also be booked if the school provides.

5.7.2. Parents will receive letters about this assignment as students may also chose to interview their community helper.

5.7.3. Students will include: an opening sentence, facts about the job, why they are important in the community and the closing sentence.

5.8. Language Reading Overall Expectations 1.read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

5.8.1. Specific Language Reading Expectations 1.1read a few different types of literary texts 1.6extend understanding of texts by connect-ing the ideas in them to their own knowl-edge and experience, to other familiar texts, and to the world around them

5.9. Social studies Overall Expectations B1. Application: describe some aspects of the interrelationship between people and the natural and built features of their community, with a focus on how the features of and services in the community meet people’s needs (FOCUS ON: Interrelationships)

5.9.1. Social Studies Specific Expectations B1.1describe 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 B1.2identify some services and service-related occupations in their community

5.10. Learning goal: students will be able to recognize the different figures within their community as well as know their importance and purpose.

5.11. Assessment and evaluation: research project, discussions, rubric

6. Lesson 6: What is a good citizen and what is a bad citizen?

6.1. Collaborative

6.2. Social Studies Overall Expectations B2. Inquiry: use the social studies inquiry process to investigate some aspects of the interrelationship between people and different natural and built features of their local community, with a focus on significant short- and long-term effects of this interrelationship (FOCUS ON: Cause and Consequence

6.2.1. Social Studies Specific Expectations B2.2gather and organize information on the interrelationship between people and the natural and built features of their community, and on the effects of this interrelationship, using sources that they have located themselves or that have been provided to them

6.3. Teacher will place examples of actions demonstrating a helpful citizen and a non-helpful citizen.

6.3.1. The class and the teacher will read the examples together.

6.3.2. Think-pair-share: children will discuss with a partner which examples go in which column.

6.3.2.1. Students will share their thoughts with the rest of the class.

6.3.2.2. Students will be asked to provide more examples of how they can be helpful in the community.

6.4. Students will be asked to fill out a web about how they can help in the community. Students have the option of drawing or wrting out their answers.

6.5. Learning goal: Student will be able to distinguish between actions that benefit the community and actions that do not benefit the community.

6.6. Evaluation: reading activity

7. Lesson 7: Fun in my community

7.1. Hands-on,cross-curricular

7.2. Brainstorm different things to do in your community during all four seasons of the year.

7.3. Ideas will be written down on chart paper.

7.4. Integration: visual art

7.5. Activity: children will be asked to draw a picture about what the student enjoys doing in the community for each of the seasons .

7.5.1. For example: going skating at the community ice rink in the winter.

7.6. Visual arts overall expectations D1. Creating and Presenting: apply the creative process to produce a variety of two- andthree-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

7.6.1. Visual arts Specific expectations D1.3use elements of design in art works to communicate ideas, messages, and personal understandings

7.7. Social Studies Overall Expectations B1. Application: describe some aspects of the interrelationship between people and the natural and built features of their community, with a focus on how the features of and services in the community meet people’s needs (FOCUS ON: Interrelationships)

7.7.1. Social Studies Specific Expectations B1.1describe 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

7.8. Learning goal: Students will learn about the different activities and programs available to them within the community while being able to share their own experiences.

7.9. Assessment and evaluation: drawing of different seasonal activities, discussion

8. Lesson 8: How can I take care of my community?

8.1. Please see "read aloud lesson" located in module 5.2

8.2. Teacher directed, collaborative,hands-on, cross-curricular

8.3. Read aloud:The Three Little Recyclers by Robin Koontz

8.4. Culminating assessment task : House/structure made of recycled materials

8.5. Integration: Visual Arts

8.6. Modifications and Accommodations: Epic! books will be used to display the book on the screen for students to see better. Students will be able to use their iPads to record as the teacher reader so that they can replay afterwards. Teacher will also use FM system for students to hear better.

8.7. Social Studies Overall Expectations B1. Application: describe some aspects of the interrelationship between people and the natural and built features of their community, with a focus on how the features of and services in the community meet people’s needs (FOCUS ON: Interrelationships)

8.7.1. Social Studies Specific Expectations B1.1describe 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

8.8. Language (Reading) overall expectations 1.read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

8.8.1. Language (Reading) Specific Expectations 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them

8.9. Visual arts overall expectations D1. Creating and Presenting: apply the creative process to produce a variety of two- andthree-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

8.9.1. Visual arts Specific expectations D1.1create two- and three-dimensional works of art that express feelings and ideas inspired by personal experiences D1.3use elements of design in art works to communicate ideas, messages, and personal understandings

8.10. Learning goal: Using what they have learned, students will show what it means to take care of their own community through recycling and what it means to be a responsible citizen. They will be able to distinguish between recyclable and non-recyclable, paper and plastic in the form of art.

8.11. Assessment and evaluation: Art project, presentation,rubric, discussions, checklist

8.12. Materials: Book The Three Little Recyclers by Robin Koontz, two or three empty cardboard boxes to store recycled objects, collection of recycled material including juice boxes, food containers etc. ,masking tape and string, chart paper, markers ,glue, smart board – Google maps

8.13. Report card comment

8.13.1. (Student’s name) is able to describe some of the interrelationships between people and the natural built features of their community. Additionally, he/she was able to demonstrate a good understanding of the areas, services, and natural and built features within their community through various forms of art and discussions in class. (Student’s name) is encouraged to continue investigating some aspects of the interrelationships between people and different natural and built features in their local community.

9. Big Idea: The actions today that have an impact on the natural and built features on the community. Students will learn how to become responsible citizens. Students will investigate some of the interrelationships between people and different natural and built features of their local community (Hamilton and the GTA).

10. Learning environments: local community area around school, classroom, gym, library, local library, computer lab