Citizen Rights Rules Procedures Laws Community Responsibility

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Christiana Chapman
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1 Rights and Responsibilities Q1a People in a community have rights and responsibilities. Laws, rights and rules help us live as responsible citizens. Individual actions contribute to the common good of the community. 1. How do people show responsibility? 2. Why should people follow rules and laws? 3. How do people demonstrate good citizenship? 4. Why is it important to show good citizenship? Citizen Rights Rules Procedures Laws Community Responsibility SS Identify rights that people have and identify the responsibilities that accompany these rights. SS Identify rights that people have and identify the responsibilities that accompany these rights. SS Explain why rules and laws exist and describe the benefits of having rules and laws. SS Describe ways that individual actions can contribute to the common good of the community. SS Define what a citizen is and describe the characteristics of good citizenship. SS Know the Pledge of Allegiance and understand that it is a promise to be loyal to the United States. Core Texts/Source Materials: Core Activities / Assessments: Writing, Language and Listening and Speaking Standards: All Together Social Studies Textbook Unit 1 Lesson 3- Our School pgs Unit 5 Lesson 3 All About Laws Lesson 4 What Can Citizens Do? Life Skills Stories

2 Thinking Like a Scientist Q1B Scientists use investigation to collect, record, interpret and communicate information. Scientists use their senses to observe, identify, sort, and classify materials, objects and living things. 1. Who is a scientist? 2. How does a scientist gather information, determine findings and/or communicate discoveries? 3. What are different ways to record data? Data Prediction Observation Classify Senses Investigate SC Use all senses as appropriate to identify the component parts of objects and the materials from which they are made. SC Characterize materials as solid or liquid, investigate their properties, record observations and explain the choices to others based on evidence (i.e., physical properties). SC Experiment with simple methods for separating solids and liquids based on their physical properties. SC Observe over time the effect of organisms like earthworms in the formation of soil from dead plants. Discuss the importance of earthworms in soil. *SS Observe and record the weather on a daily basis. SC Use all senses as appropriate to sort objects as being composed of materials that are naturally occurring, human made or a combination of the two. Core Texts/Source Materials: Core Activities / Assessments: Writing: Indiana Science Fusion-Science Textbook Unit 1- Lesson 1 Lesson 5 Unit 2 Lesson 1- Lesson 5 Science Leveled Readers All About Matter, What Is Matter? Fantastic Fruit Rigby Big Book Luisa s Lab (additional shared reading text needed) Start worm farms in Thinking Like a Scientist

3 Long Ago Today Q2A Life today is similar to and different from long ago Timelines help us understand when things happen Significant symbols, individuals, and events contributed to our country Learning tools and artifacts teach us about the world and our past 1. How has life changed and stayed the same from the past? 2. Why do we celebrate national events and where did they start? 3. What makes our country unique? 4. Why are symbols important? culture traditions/customs timeline past and present national celebrations community symbols SS compare the way individuals in the community lived in the past with the way they live in the present SS compare past and present similarities and differences in community life by using biographies, oral histories, folklore, and video images SS identify American songs and symbols and discuss their origins SS identify people and events observed in national celebrations and holidays SS use terms related to time to sequentially order events that have occurred in the school. SS develop a simple timeline of important events in the student's life SS use the library and other informational resources to find information that answers questions about history SS Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana Core Texts/Source Materials: Core Activities / Assessments: Writing Rigby theme 2-Schools Then and Now ReadingAtoZ-G-Long Ago and Today SS unit 3 lessons 1-4 Possible Field Trip Connection: Conner Prairie Kidspiration-Long Ago and Today sort

4 Goods and Services Q2B People exchange goods and services to get the things they need and want People do different jobs to earn income People use natural resources to help their community 1. How does exchanging goods and services benefit the community? 2. How do community jobs compare and differ? 3. What natural resources are in our community and how are they used? Goods Exchange Income Services Jobs Natural resources SS Give example of natural resources found locally and describe how people in a school community use these resources SS Identify goods that people use SS Identify services that people do for each other SS Compare and contrast different jobs people do to earn income SS Explain that people exchange goods and services to get the things they want Core Texts/Source Materials: Core Activities / Assessments: Writing Rigby theme 6-What Do I Want to Be? Reading A to Z- E-When I Grow Up, F-Wants and Needs, F-Community Workers SS unit 4 lessons 1-4 KidPix-Goods and Services Sort

5 Places Q3A Maps are used for various purposes such as finding landmarks, sites, and getting from place to place. 1. Why are maps important? 2. Why is learning how to read maps important? 3. Why would recognizing and understanding map features be important? Continent Cities Globe Physical features Relative locations Ocean Map Cardinal directions Human features Symbols SS Identify the cardinal directions (north, south, east and west) on maps and globes. SS Identify and describe continents, oceans, cities, and roads on maps and globes. SS Identify and describe the relative locations of places in the school setting. SS Identify and describe physical features and human features of the local community including home, school and neighborhood. SS Draw simple maps using symbols that show how space is used in the classroom at school and in the neighborhood. Core Texts/Source Materials: All Together Unit 2: All About Earth Lesson 5 Rigby Earth Explorers Unit 10 Big Book: My Adventures With Fluffy Rigby Leveled F Reader: Our Town Google Earth Me on the Map - book Core Activities / Assessments: Draw a map of your playground. Add symbols for the slide, swings, and more. Give your map a title. Share it with the class. TE: 38

6 Survival: Q3B and 4A Plants and animals have basic needs for growth and survival Plants and animals depend on one another for survival Living things have unique body parts/ covers that help them survive in their environments Animals live in habitats that meet their needs for survival 1. What is a habitat? 2. How are plants and animals the same and different? 3. How are plants and animals dependent on each other? 4. How do habitats meet the needs of the animals that live in them? 5. How do living things use their body parts to help them survive? Survive Habitat Shelter Human-made Non-living Physical Features Environment Natural Living things Adaptation SC Classify living organisms according to variations in specific physical features (e.g., body coverings, appendages) and describe how those features may provide an advantage for survival in different environments. SC Observe organisms closely over a period of time in different habitats such as terrariums, aquariums, lawns and trees. Draw and write about observations. SC Observe and explain that plants and animals have basic needs for growth and survival: plants need to take in water and need light, and animals need to take in water and food and have a way to dispose of waste. SC Describe how animals habitats, including plants, meet their needs for food, water, shelter and an environment in which they can live. SC Observe and describe ways in which animals and plants depend on one another for survival. **SS Explain the effect of seasonal change on plants, animals, and people. SC Choose two animals that build shelters within their habitats. Compare the shelters in terms of the materials and tools they use and the type and purpose of shelter they provide. SC Construct a simple shelter for an animal with natural and human-made materials Core Texts/Source Materials: Core Activities / Assessments: Writing: Rigby Theme 9: Fox Beware Rigby Theme 11: Animals Grow and Change Rigby Theme 15 and 16: Animals and Their Homes Science Fusion Unit 4: Living Things Science Fusion Unit 5: Plant and Animal Needs Possible Field Trip Options: Zoo, Cool Creek, or Ritchey Woods W 7 Participate in shared research and writing projects (how to)

7 Soil Q4B 1. Soil is made up of particles of rocks and minerals mixed with organic matter. 2. There are different types of soil. 1. What makes up soil? 2. How do types of soil differ? 3. How do earthworms help soil? soil sand organic matter particle silt clay component parts property SC Observe and compare properties of sand, clay, silt, and organic matter as components of soil samples. SC Choose, test and use tools to separate soil samples into component parts. SC Observe a variety of soil samples and describe in words and pictures the soil properties in terms of color, particle size and shape, texture, and recognizable living and nonliving items. SC Observe over time the effect of organisms like earthworms in the formation of soil from dead plants. Discuss the importance of earthworms in soil. Core Texts/Source Materials: Core Activities / Assessments: Writing Science Fusion Unit 3: Soil John South, Speaker, Hamilton County Rigby Theme 12: Look At My Garden Grow Rigby Theme 15 Big Book: Underground Dance Worms Unit W 7 Participate in shared research and writing projects

Avon Community School Corporation

Avon Community School Corporation The Home, School and Neighborhoods Introduction At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood.