Willmar Public Schools Curriculum Map

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Marilynn Sutton
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1 Subject Area Grade First Grade Date June 2005, reviewed June 2009 Unit Content Standards Addressed Skills/Benchmarks Essential Questions Assessments Unit 1 Here We Are and Our Class Our School Our Families importance of participation in civic life and effective civic skills. The student will role of government, rules, and law and why we have them. The student will understand how families live today and in earlier times, recognizing that some aspects change over time while others stay the same. To review class as a community. Introduce students to and being a classroom citizen. Describe people in school-what they do and where they work. Discuss school rules & their importance Name members of own family. Discuss similarities and differences between families. Discuss family rules. How is our class like a community? What is? Who are we? What makes a good classroom citizen? Who works at our school? How can we be good citizens? What is a family? Why do families have rules? ion of ves and A School Neighborhood know key symbols, songs and locations that represent our nation and state. Introduce term neighborhood. Show routes on a map. Discuss how students get to school and compile a bar graph. How would you get to our school? What rules help you get to school?

2 Identify rules and recognize the importance of safety signs. Unit 2 Explo ring Neigh borho ods Other Neighbors Places to Live Things we Need Things We Want Where and Why People Work understand how families live today and in earlier times, recognizing that some aspects change over time while others stay the same. understand that economic choices are necessary in life. understand that economic choices are necessary in life. Compare two maps of the same neighborhood. Identify what all neighborhoods have in common. Plan a new neighborhood. Describe the use of color-coding to identify homes on a map. Identify different kinds of homes in which people live. Draw and compare homes. Identify homes, food, and clothes as basic needs. Locate and discuss places that meet needs. Locate and discuss other places that meet needs. Define wants and contrast them with needs. Locate and discuss places that satisfy wants. Explain jobs and work. Define goods and How are neighborhoods alike and different? What might another neighborhood look like? How are homes alike and different? What color on the map shows a home? What do we need? Where can we go to meet our needs? What do we want? Where can we go to meet our wants? Why do people work? What do workers make and

3 relationship between producers and consumers in regard to goods and services. explain different kinds of jobs-making goods and selling goods. Define services and explain different kinds of service work. Identify buildings in which people work. sell? How do some workers help people? Where do people work? Where Can We Go to Have Fun distinguish between activities that are free and activities that cost money. Identify ways to heave fun and locate places to have fun. Classify activities into those that are free and those that cost money. Identify ways to have fun in own neighborhood. Where can you go for fun? Does it always cost money to have fun? How can you have fun in your own neighborhood? Changes in Neighborhoods understand how families live today and in earlier times, recognizing that some aspects change over time while others stay the same. Recognize changes in a neighborhood long ago. Recognize recent changes in a neighborhood and predict future changes How did the neighborhood change long ago? Does a neighborhood keep changing? Unit 3 Looki ng at our Earth Models of Many Things Our Earth and a Globe The students will difference between objects that are models and objects that are not models. use directional Demonstrate that models look like the objects they represent. Identify models and describe what they represent. Recognize how the earth looks from space What is a model? What models do you see? What is a globe? Where is the land? Where is the

4 Continents Oceans and positional words to locate and describe people, places and and define the globe as a model of the earth. Identify areas of land and water on a globe. Compare the size and shape of land areas on a globe. Identify each continent by name. Use a globe to locate the continents. Define oceans as the earth s largest water areas. Identify each ocean by name. Locate each ocean and discuss that much of the earth is covered with water. water? What does a globe tell us? What are the names of the continents? Where are the continents? What are oceans? What are the names of the oceans? Where are the oceans? Unit 4 What is a Map? Day and Night A View from Above Looking at the World chronological thinking. use directional and positional words to locate and describe people, places and Explain how the rotat the earth causes day and night. Sequence activities students do during a typical school day. Demonstrate how to tell time. Compare and draw object from different perspectives. Identify places from a birds-eye view and a map view. Compare a map of the world and a globe. What causes day and night? What types of activities do people do during the day? Night? What time is it? What is the difference between an eye level or view from above? What is a map view? What is a map? Where are the continents and oceans?

5 Location North and South use directional and positional words to locate and describe people, places and working of the cardinal directions. Locate and label continents and oceans of a world map. Recognize location words and what they mean. Determine whether an object or a place is above or below something else. Determine whether an object or place is to the left or to the right of something else. Recognize opposite directions, including up and down. Locate the North and South Pole on a globe. Identify north and south on world and neighborhood maps. Identify north and south in the classroom. Why do we need to use words such as above, below, left, and right to name locations in pictures, on maps, and in the classroom? What are directions? Where are north and south on a globe? Where are north and south on maps? Where are north and south in the classroom? East and West working of the cardinal directions. Recognize east and west as opposite directions. Locate and use east and west on neighborhood maps. Identify north, south, east, and west in the classroom. What are east and west? Where are east and west on neighborhood maps? How can you use all four directions? Symbols use of symbols used in maps and Demonstrate that colors have meanings. Identify symbols for places. Use a map key How do maps use colors? What is a symbol? What is a map key? How do maps show places?

6 globes. to read a neighborhood map. Use symbols to read a U.S. map. Unit 5 Wher e do we live? Distance Where is North America? Finding the United States Finding Our State Finding Where We Live begin to understand how to compare distances... Compare distances in the classroom and on a map. Demonstrate how to measure distance by counting blocks. Locate own community on the globe and compare distances from that point. Review the seven continents. Identify North America as the continent we live on. Begin describing own location in the world. Introduce the location of the United States in the world. Identify the locat the United States and add it to the World Address. Recognize states on a map of the United States. Identify and locate own state on a map of the United States. Locate own city or town on a map of the United States. What is near and far? How can we measure distance in a neighborhood? Which is farther away? What are Earth s continents? What is your world Address? Where is the United States? Where in the world is the United States? What is a state? Where is our state? Where do we live? What is your world address?

7 Finding Out More About the United States. Complete World Address. Discuss the variety of people who live in the United States and introduce postal abbreviations to identify states. Demonstrate how to use a map key to find important places of the United States map. Mark important places on a map and complete a map key. Who lives in the United States? Why is it important to be able to read a map of the United States? What can you find on a map? Unit 6 Other Places, Other Peopl e Our Neighbors in North America Exploring Other Continents.. Use globes and maps to locate countries in North America. Label countries and oceans on an activity map. Compare life shown in photos with students own lives in the United States. Use globes and maps to locate countries on the continent. Label countries and oceans on an activity map. Compare life shown in photos with student s own lives in the United States. Where is North America? What is life like in North America? What can tell us?

8 Other Christopher Columbus, Martin Luther King Jr., President s Day, Black History Month, and Holidays recognize people and events that made significant contributions to U.S. History. Use activities and stories throughout the year and seasons to learn about significant people in U.S. History. How did these people and events contribute to our country? How do the things these people did for the U.S. affect us now?

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.