Public Schools of Robeson County 1St Grade s1

Public Schools of Robeson County 1st Grade

Unit 3 Title: Our Community

Conceptual Lens- Community

Grade Level/Course- First Grade

Author- First Grade team

Unit overview- In this unit we will compare daily life in our community from the past to the present. Students will create interview questions and interview people from the community. Students will identify how to find specific places on the map using map symbols. They create and interpret a basic map including the key and symbols from the map.

Essential Standard: 1.H.1 Understand that history tells a story of how people and events changed society over time. 1.G.1 Use geographic representations, terms, and technologies to process information from a spatial perspective. Clarifying Objective(s): Essential Question(s): 1.H.1.1 Explain how and why neighbors and communities change over How and why neighbors and communities change over time? time. 1.G.1.2 Give examples showing location of places (home, classroom, How are various resources used to find specific locations of places (home, classroom, school, and community). school, and community)? 1.G.1.3 Understand the basic elements of geographic representations using When and where are the basic elements of geographic representations used on maps maps (cardinal directions and map symbols). (cardinal directions and map symbols)? Pacing Guide: October Unit of Study Major Concepts Instructional Task Essential Instructional Resources Sample Assessment Prompts Vocabulary 1.H.1.1 Our Citizenship, 1. Define neighbors and Pre: Text Resources: -Student participation Community Diversity, Values & communities. -neighbor Harcourt text book/workbook -Teacher observation Beliefs, Culture 2. Illustrate examples of -community Supplemental Social Studies readers -Journals neighbors and community -community helpers -Portfolios of student work members. -Design a venn diagram to compare 3. Compare and contrast the Current: Digital Resources: and contrast the past and present of past and present attributes of -location www.discoveryeducation.com our community. their community (using picture -past - Design a timeline that reflects the cards). -present http://exchange.smarttech.com/ progression of changes over time. 4. Show the progression of -time line changes over time. Public Schools of Robeson County 1st Grade

5. Explain how and why Introductory: neighbors and communities -maps change over time. -globes Google Maps, Map Quest GPS device Pre: -left 1.G.1.2 -right Literary Connections: -Student participation 1. Define location. -before -classroom library -Teacher observation 2. Examine a variety of -after -school library -Journals examples of map -maps -Kidsville (newspaper) -Portfolios of student work representations. -above -newspaper -Construct a model of personal maps 3. Identify appropriate symbols -below -atlas of chosen locations. found on various maps. -ordinal numbers -paper maps -Weekly Readers 4. Model personal maps of chosen locations. Current: 5. Give examples showing -symbols Trade Books: location of places (home, -key - “Me on the Map” by: Joan Sweeney classroom, school, and -model -“Follow That Map: A First Book of community). Mapping Skills” by: Scott Ritchie Introductory: -“Jan’s New Home” by: Gail Gibbons -cardinal directions -globes -Student participation -Teacher observation 1.G.1.3 -Journals 1. Define geography. Pre: -Portfolios of student work 2. Identify basic symbol -cardinal directions -Produce directions to locate a representations. -globes specific item using cardinal 3. Discuss the basic symbol -maps directions. representations. -Create/design a map with symbols to 4. Represent locations and areas represent locations and areas in a in a classroom. Current: classroom. 5. Demonstrate the use of -symbols symbols on maps and globes. -geography 6. Understand the basic elements -location of geographic representations -directions using maps (cardinal directions and map symbols). Introductory: -grid