First Grade Social Science
Back to Home Page Back to Curriculum Mapping Index Back to First Grade
First Quarter
|
CONTENT (General) |
CONTENT (Specific) |
ASSESSMENTS |
ILLINOIS LEARNING STANDARDS |
|
Journal writing “The Pledge of Allegiance” Journal writing “The Flag” Journal writing “My Family” |
Discuss and write on the importance of the Pledge. Discuss the symbolism of the flag of the USA. Discuss the important role that each family member has. |
Written and oral Written and oral Written and oral
|
3 A.; 16D. 14 C. 3 A.; 14 A; 14B; 14D. 3 A.; 3B.; 3 C 14.A.; 14B.;14D. |
|
Journal Writing “Our Class Rules”
Journal Writing “My Home”
Journal Writing “ My Favorite Color” |
Discuss why we have rules in the classroom and the meaning behind each rule. Discussion on the home address and telephone number of each child. Students express through art and discussion the importance of the choices they make.
|
Written and oral
Written and oral
Written and oral
|
14 A; 14D; 14 E.
16 D; 17A
18 A.; 18B. |
|
Social Studies and Our Class
Journal writing “My mom’s job is…” and “My dad’s job is…” Journal writing “A --- has many jobs”. Our School |
State the meaning of social studies. Recognize social studies materials. Describing themselves. Drawing self-portraits. Writing their names and ages. Recognize the similarities and differences among classmates. Name class rules. Recognize that rules help people get along.. Discuss why our parents have different jobs and their importance to our society. Discuss the importance of everyone’s job. Name school workers. Identify where school workers work. Describe what school workers do. Discuss school rules. Explain how rules help everyone get along. |
Written and oral
Written and oral
Written and oral
Written and oral
|
14 A; 14D; 14E; 18A.; 18 B
18 A.; 18 B.
18 A.; 18 B.
18 A.; 18 B. |
|
Continue with Our School Journal writing “What does your family do for Labor Day?”
Our Families
A School Neighborhood
|
Discuss, write and draw about how their families spend Labor Day. Discuss the meaning behind Labor Day and different ways people celebrate it. Name members of own family. Make a family diagram. Point out similarities and differences between families. Contribute to a list of family rules. Recognize that all families have rules. Name places in a neighborhood. Explain what makes up a neighborhood. Find a home on a map. Draw a route from home to school. Identify how they get to school. Help make a bar graph showing how students get to school. Name the rules they follow on the way to school. Explain why rules for crossing streets are important. Name safety signs and tell what they mean. |
Written and oral
Written and oral
Written and oral
|
18 A.;18B.; 18C
14 A.16 D.; 17 D; 18 A.; 18 B.; 18C.
14 A.;18 A.; 18 B.; 18C.
|
|
Other Neighborhoods |
Use color and shape to place model buildings on a map. Name ways two neighborhood maps are the same. Name ways two neighborhood maps are different. Compare pictures of neighborhoods. Describe how street patterns are different. Describe how buildings are different. Contribute to a class sentence about neighborhoods. Determine things a neighborhood needs. Place building models on a map. |
Written and oral |
17 C; 18 A.; 18 B.; 18C |
|
Places to Live
Things We Need
|
Define and identify homes. Recognize color symbolism for homes on a map. Use the atlas to find pictures of homes. Recognize the variety of places in which people live. Draw a picture of own home. Compare pictures to other homes. Briefly state the meaning of needs. Name three basic needs: homes, food, and clothes. Classify items by type of need. Identify stores on maps. Locate places that meet needs. Match colors and shapes on a map. Identify buildings where people can meet basic needs. |
Written and oral
Written and oral
|
17 C; 18 A.; 18 B.; 18C
17 C; 18 A.; 18 B.; 18C
|
|
Christopher Columbus
Things We Want
Where and Why People Work |
Read, discuss, and write about the adventures of Christopher Columbus. State the meaning of wants. Identify several wants. Classify needs and wants. Locate places on a map that satisfy wants. Explain why some things are wants. Recognize that many wants and needs cost money. Name jobs. Name reasons why people work. Understand what goods are. Recognize two different kinds of jobs—making goods and selling goods. Recognize that some workers provide services. Labels places on a map that provide services. Recognize places where people work. Identify places thy might like to work. |
Written /oral
Written and oral
Written and oral |
16 D; 17 A.; 17 B.
15 A.; 15B. 17 C
15 A.; 15B. 15 C.; 17 C
|
|
Continuation of “Where and Why People Work” Where Can We Go to Have Fun? |
Name activities that are fun. Use a map to locate places to have fun. Identify activities that are fun but cost money and those that are free. Recognize that it doesn’t always cost money to have fun. Name ways people have fun in own neighborhood. Identify activities thy like to do in own neighborhood. Draw a picture of something that’s fun to do in own neighborhood. |
Written and oral
|
15 D.; 17 C. |
|
Changes in Neighborhoods |
Compare historical pictures of a neighborhood. Identify changes in a neighborhood, using information from a story. Use a map to show neighborhood changes. |
Written and oral
|
16 A.; 16C. |
Second Quarter
|
CONTENT (General) |
CONTENT (Specific) |
ASSESSMENTS |
ILLINOIS LEARNING STANDARDS |
|
Looking at Our Earth |
Models of Many Things Examine a model. Match models with objects they represent. Identify photographs of models. Find models in the classroom. |
Written/Oral |
17A 17B |
|
|
Our Earth and a Globe Describe a photo of the earth from space. Compare the space photo with a globe. Define the globe as a model of the earth. Identify water areas and land areas on a globe. Color water areas and land areas.
|
Written/Oral |
17A 17B |
|
|
Continents Define continents. Recognize that the continents are different colors on this globe. Recognize that the continents have different sizes and shapes.
|
Written/Oral |
17A 17B |
|
|
Continents continue Find the continents on the globe. Recognize the names of the continents. |
Written/Oral |
17A 17B |
|
|
Oceans Define oceans as the earth’s largest water areas. Identify the oceans and continents on a globe. |
Written/Oral |
17A 17B |
|
|
Oceans continued Find the ocean names on a globe. Recognize the names of the oceans. Recognize that there is more water than land on the earth. |
Written/Oral |
17A 17B |
|
|
Day and Night Describe day and night. Demonstrate day and night |
Written/Oral |
17A 17B |
|
|
Day and Night continued Name day and night activities. Sequence activities on a time line. |
Written/Oral |
17A 17B |
|
|
Review Looking at our Earth Unit 3 Assessment |
Written |
17A 17B |
Third Quarter
|
CONTENT (General) |
CONTENT (Specific) |
ASSESSMENTS |
ILLINOIS LEARNING STANDARDS |
|
What Is a Map?
Looking at the World
Martin Luther King Jr. Location
North and South
East and West
Symbols
Abraham Lincoln, George Washington, and President Bush Flat Stanley
. |
Compare all objects from different perspectives. Draw objects from two different perspectives. Define view as how we look at things. Compare three views of the same place. Observe a bird’s-eye view and a view from above. Recognize that a map view is a view from above. Identify places from different views. Recognize how a globe can be turned into a map. Identify differences and similarities between a world map and a globe. Identify and label continents. Identify and label oceans on a map.
Read, discuss, and write about MLK.
Use words that describe location. Identify the location of objects in a picture. Recognize above and below as location words. Identify the location of places on a map. Identify left and right hands. Use left and right to identify locations on a map. Identify opposite directions. Recognize up and down in relation to the earth. Locate the north and south on a globe. Locate north and south on a world map. Locate north and south on a neighbor map. Identify north and south in the classroom. Move to the north and south in the classroom. Recognize that east and west are opposite directions. Identify east and west on a world map. Label north, south, east, and west on a neighborhood map. Use east and west to identify locations on the floor map. Identify east and west in the classroom. Use north, south, east, and west to locate objects in the classroom. Recognize that colors stand for things. Identify color symbolism on a map. Define symbol. Match pictures and symbols. Color places to match symbols in a map key. Use a map key to read a neighborhood map. Recognize that symbols can show places. Use symbols to read a U.S. map. Read, Discuss, and Write about Presidents in celebration of Presidents’ Day.
Read and discuss the adventures of Flat Stanley. Relate Flat Stanley’s travels to a real parcel. Learn about the U.S. Postal Service by visiting the Post Office or inviting a mail carrier to speak with us. Create and send Flat Stanley on an adventure from Valmeyer to each student’s desired destination. Track on U.S. map and World map the different cities and countries that Flat Stanley visits. Track on U.S. map and World map the different cities and countries that Flat Stanley visits. Research different states of the United States where Flat Stanley might visit.
|
Worksheets, quizzes, and art work
Worksheets, quizzes, and art work Worksheets, quizzes, and art work
Worksheets, quizzes, and art work
Worksheets and quizzes
Worksheets, quizzes, and artwork.
Worksheets and quizzes
Worksheets, quizzes, and artwork.
|
17 A, B
17A,B
3A, 4A, 5B, 14E,F, 16B
17A
17A
17A
17A, B
4A, 5B, 14E,F, 16B
17A, B |
Fourth Quarter
|
CONTENT (General) |
CONTENT (Specific) |
ASSESSMENTS |
ILLINOIS LEARNING STANDARDS |
|
Flat Stanley (continuation of)
Distance
Locating North America
Finding the United States
Finding Our State
Finding Where We Live
Finding Out More about the United States
Other Places, Other People
. |
Read and discuss the adventures of Flat Stanley. Track on U.S. map and World map the different cities and countries that Flat Stanley visits. . Describe, compare, and measure distances in the classroom, on neighborhood maps, and on globes. Recognize that a neighborhood is often made up of blocks. Compare blocks. Compare distances on a neighborhood map Locate their community on a globe. Describe places as near or far from own community Review Earth and the seven continents. Locate and name North America on a globe. Define World Address. Begin World Address story—naming planet and continent. Name planet Earth and continent of North America. Locate and name the United States on maps. Add country to World Address story. Define a state as part of a country. Recognize that the United States is made up of 50 states. Locate our state on a map. Locate neighboring states using directions. Add state to World Address story. Review location of U.S. in the world. Find approximate location of own city in the U. S. Add our towns to the World Address. Add school’s street and building number to World Address story. Describe photos of people from the United States. Identify two-letter postal abbreviations for states. Identify boundaries on a map. Identify, label, and color won state. Identify and color Washington, D.C., major lakes, and mountains. Locate North America on a globe. Name the three largest countries in North America. Complete a map key. Label selected countries and oceans on an activity map. Describe photos from North America. Compare life shown in photos with own life in the United States. Identify selected countries in North America. Compare life shown in photos of other countries with their own lives.
|
Worksheets, quizzes, and art work
Worksheets and quizzes
Worksheets and quizzes
Worksheets and quizzes
Worksheets and quizzes
Worksheets and quizzes
Worksheets and quizzes
Worksheets and quizzes
|
17 A, B
17 A, B 7 A
17 A, C
17 A, C
17A, C
17A, C
17A, B, C
17A, B, C
|