Scope & Sequence Subject/Grade: Social Studies/ First Grade

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Lucas Beasley
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1 1 st Quarter (43 Days) Week Unit/Lesson Learning Objectives Reporting Categories (NYSCCLS) 1 st : Sep Chapter 1/ lesson 1 I am a good citizen Identify and describe the characteristics of good citizenship, such as helping others, following rules, and working well with others. Identify ways to contribute to the common good of a variety of groups in school and in the community. Demonstrate good citizenship in the school and in the community. RI.1.8 W.1.6 Students, teachers, and staff are all citizens of the school community and have rights and responsibilities. 2nd: Sep Eid Break Eid Break Eid Break 3rd: Sep Chapter 1/ lesson 2 My Rights and Responsibilities Define responsibility and right. Identify and explain their responsibilities as a member of their family, classroom, and community. Identify and explain their rights and the choices that they make as a member of a family, classroom, and community. Explain the importance of Students, teachers, and staff are all citizens of the school community and have rights and responsibilities. 1

2 cooperating, or working well together. Describe the rights and responsibilities of different social groups, both as a leader and as a member. Explain the importance of following rules. 4th: Oct th: Oct Chapter 1/ lesson 3 I follow Rules LEARNING OBJECTIVES Explain why rules and laws are necessary at home, at school, and in the community. Identify rules and laws at home, at school, and in the community. Explain the benefits of rules and laws at home, at school, and in the community. Explain why rules need to be fair. People form governments in order to develop rules and laws to govern and protect themselves. 6th: Oct 17 Oct 21 Chapter 1/ lesson 4 My Leaders LEARNING OBJECTIVES Explain why leaders are important. Identify and give examples of leaders in the family, in school, and in the community. People form governments in order to develop rules and laws to govern and protect themselves. 2

3 Explain how leaders make and enforce rules, maintain order, and keep people safe. 7th: Oct 24-Oct 28 Chapter 1/ lesson 5 My Government Identify and describe community, state, and national government. Explain how the government helps citizens and provides services. People form governments in order to develop rules and laws to govern and protect themselves. 8th: oct 31-- Nov 4 Chapter 1/ lesson 6 Symbols of My Country Identify and describe the meaning of American symbols, monuments, and songs. Identify and describe the purpose of important United States documents Monuments and important places are located in my neighborhood. Citizenship includes knowledge about and respect for the flag of the United States of America, including an understanding about its display and use. 2nd Quarter ( Days) Resources: Week Unit/Lesson Learning Objectives Reporting Categories (NYSCCLS) 3

4 11th : nov21-23 Chapter 2 Lesson 5 Spending and Saving Explain that the purpose of money is to simplify the exchange of goods and services. Explain why people save money. Identify the benefits of saving money. Explain that banks can be used to save and borrow money. Identify bartering as a form of trade. Describe the benefits of personal saving choices. People make decisions about how to spend the money they earn. 12th:nov28- dec2 (5 days) Chapter 2 Lesson 6 Jobs People Do Identify and name a variety of jobs workers do in their home, school, and community. Explain that people work for many reasons. Explain that specialized jobs require different knowledge and skills. Identify some jobs as done to earn money and some jobs as done voluntarily. Explain that some jobs relate to buying, selling, and producing of goods and services. Identify group tasks with division of labor. Describe the tools, equipment, and resources that workers use to do Through work, people in communities earn income to help meet their needs and wants. 4

5 their job successfully. Explain why people in a school and community have different jobs. Describe the skills people need for their work in the home, school, and community. 13 h : Dec5-9 Chapter 3 Lesson 1 Where Things Are Located Identify direction words and their purpose. Recognize that maps can be used to locate and identify places. Identify and describe the relative location of places in the school and community. Locate and identify places on a map. Create simple maps to identify relative location in the school and community. Identify and describe physical and human features of the local community. Places can be located on maps and on a globe. Cardinal directions can be used to locate places and physical features. 14 th : Dec Chapter 3 Lesson 2 Maps and Globes Explain that maps are simple representations and globes are models of places on Earth. Explain that maps are used to show large and small places. Describe how to use Places can be located on maps and on a globe. Maps and diagrams serve as representations of places, physical features, and objects. Symbols represent places and can be used to locate geographic features and physical characteristics. 5

6 15th:Dec19-23 maps and globes to locate places. Identify a variety of physical features on maps and globes. Identify key elements of maps and globes. Locate on maps and globes the student's local community, land features, and bodies of water. 16 th : Jan 3-6 Parts of a Map Identify key elements (compass rose, cardinal directions, title, key/legend with symbols) of maps and globes. Construct a basic map using key elements including cardinal directions and map symbols. Places can be located on maps and on a globe. Maps and diagrams serve as representations of places, physical features, and objects. Symbols represent places and can be used to locate geographic features and physical characteristics. 17 th : Jan 9-13 Land and Water Differentiate between physical features and human features. Use vocabulary terms related to geographical features. Describe and differentiate between landforms and bodies of water. Use photographs and pictures to describe a place. Identify physical and human features of the local community. Places can be located on maps and on a globe. Maps and diagrams serve as representations of places, physical features, and objects. Symbols represent places and can be used to locate geographic features and physical characteristics. 6

7 18th : Jan (4 days) Explain how people modify the environment to meet their needs. TARGET READING SKILL -- Identify main idea and details. Continents and Oceans Locate and identify continents and oceans on maps and globes. Locate and identify countries in North America. Locate on maps and globes the students' local community, landforms, and bodies of water. Places can be located on maps and on a globe. Maps and diagrams serve as representations of places, physical features, and objects. Symbols represent places and can be used to locate geographic features and physical characteristics. Resources: 3rd Quarter ( Days) Week Unit/Lesson Learning Objectives Reporting Categories (NYSCCLS) 1 t 9th: Jan Our Environment Identify natural resources and how people are dependent on them. Differentiate between natural resources and human-made products. Explain how weather and location affect how people live. Identify ways people can care for Earth's resources. Observe and record the weather on a daily basis. Describe the seasonal change on Places can be located on maps and on a globe. Maps and diagrams serve as representations of places, physical features, and objects. Symbols represent places and can be used to locate geographic features and physical characteristics. 7

8 plants, animals, and people. Explain how people have an impact on the environment. 20 th : Jan 30- Feb 3 From here to there Describe how communication and transportation link communities. Explain that people and goods move from place to place through various methods of transportation. Explain that people in different places are connected through communication. Distinguish people as buyers, sellers, and producers of goods and services. Analyze patterns of movement within the community. Compare and contrast the use of media and forms of communication. Communities are connected economically and geographically. 21st:: Feb 6-10 What is Culture? Identify elements that make up culture, such as food, clothing, housing, language, religion, art, and music. Recognize that culture is influenced by environment and customs. Describe how location, weather, and physical environment affect the way people live in a community. Understand that individual cultures have contributed to our nation's culture. Folklore, myths, legends, and other cultural contributions have helped shape our community and local region. 22nd: Feb Families Understand that each person has a role within his or her family. Recognize that families have different customs and traditions. Recognize that families contribute to the culture in the community. Families and different kinds of families exist in all communities and societies though they may differ. People exchange elements of their cultures. Different events, people, problems, and ideas make up my community's history. People of diverse racial, religious, national, and ethnic groups transmit their beliefs, customs, and traditions. Families lived in other places and at different times. Families are interdependent. 8

9 23rd: Feb 27-Mar 3 What are Celebrations? Explain that celebrations are ways to honor special people and events. Recognize that families have different ways of celebrating. Recognize that cultural celebrations are alike in many ways. Identify different religious and secular celebrations associated with special days of diverse cultures. Families have roles and responsibilities. Families have beliefs, customs, and traditions. Different events, people, problems, and ideas make up my community's history. 24th: Mar 6-10 We celebrate our Nation. Explain that celebrations are ways to honor special people and events. Learn that our nation celebrates special days to remember and honor people and events from our nation's past. Explain the origin of national holidays, such as Martin Luther King Jr. Day, Presidents' Day, Veterans Day, and Independence Day. Identify people, past and present, who are associated with our national holidays. Different events, people, problems, and ideas make up my community's history. 25th: Mar Stories of our Past Understand that stories from the past can be based on fact or fiction. Learn about America's past through folk tales, myths, or legends. Identify and compare the traits of characters in folk tales, myths, or legends. Folktales, biographies, oral histories, and legends relate family histories. 26 th : March Sharing our Cultures Learn that culture is all around us. Recognize varieties of family life and cultures. Explain that different cultures in the Families and different kinds of families exist in all communities and societies though they may differ. Some family beliefs, customs, and traditions are based on family histories. 9

10 world have different foods, clothing, languages, and homes. Explain that different cultures have different styles of dance, music, art, and dress. Compare the daily life of families around the world Families have beliefs, customs, and traditions. People exchange elements of their cultures. 27 th : March Measuring Time Distinguish among different units of time, including days, weeks, months, and years. Use calendars and clocks to organize events in time. Use clocks and calendars to measure time. Use terms related to time to sequentially order events that have occurred in school, home, or community. Use clocks and calendars to measure time. 4t h Q ua rt er ( D 10

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44 31st: April American Heroes Learn about the lives and contributions of key figures in U.S. history. Identify people from the past who have demonstrated positive character traits, such as honesty, courage, and responsibility. Recognize how key figures in U.S. history have been a part of important events. Learn about contributions local people make to the community or state. Standards Folktales, biographies, oral histories, and legends relat 32nd: May 1-5 American Heroes Learn about the lives and contributions of key figures in U.S. history. Identify people from the past who have demonstrated positive character traits, such as honesty, courage, and responsibility. Recognize how key figures in U.S. history have been a part of important events. Learn about contributions local people make to the community or state. Standards Folktales, biographies, oral histories, and legends relat 34 th : M ay 8-12 Lif e Th en an d No w Fa mili es hav e a past and they cha nge ove 44

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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.