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					CURRICULUM MAP GRADE LEVEL: FIRST GRADE MONTHS: SEPTEMBER 2007 JACKIE ROBINSON SCHOOL P.S. 375 ESSENTIAL QUESTIONS: a) What is a family? b) How has families changed over time? c) How do members of a family help each other? d) What is a community?

REFER TO SOCIAL STUDIES MANUALS FOR DETAILED LESSON PLANS MINI LESSON TOOLS & DIFFERENTIATED ACTIVITIES RESOURCES LEARNING U1- Families MY Student will Read Aloud Students will learn and different FAMILIES learn what a books: and write the kinds of AND family is. I Love My definition of a families exist in OTHER Family by family. Wade Hudson all FAMILIES communities Students will draw and societies, The relatives pictures and label though they Came by them to represent Cynthia may be the people that are Rylant. different. in their family. STANDARDS THEME CULMINATING ACTIVITIES Students will cut out pictures from magazines; they will create a collage to represent people that we would find in a family. Students will

SOCIAL STUDIES WORKSHOP

ASSESSMENT Students will be assessed based on their ability to understand the definition of a family. Students will be assessed

TRIPS

TECHNOLOGY Student will use the computer to find the definition of family. Students will use the computer software Kidspiration to

Families Are Funny by Nan Hunt The Trees of the Dancing Goats. Web Organizes T- chart Dry Erase Boards Markers Crayons. Magazines

make a map to represent the cultural background their families are from. We will put a picture of Students will learn the families about single – under the flag parent family. with the students name so that Students will make a others can list of their extended identify the family and their student’s family immediate family. cultural background. Students will use a Venn Diagram to compare and contrast a family from the past with their family. Students will learn the difference between extended family and nuclear family. Students will write about the important things that families do together. Students will use the information from the video to compare

based on their ability to draw and label the people in their family. Students will be assessed based on their ability to understand the difference between an extended family and an immediate family. Students will be assessed based on their ability to make a list of their extended family and their immediate family.

find activities that will reinforce the topic or unit of families. Students will view videos of different families from across the world. They will identify the different responsibilities that each member of the family has.

and contrast the responsibilities that their families have to another family from another country.

Students will learn that families are the people that build a community.

Students will identify the different types of places in our community. Students will draw pictures of the different types of community helper that are in their community, they will write about the responsibilities that they have. Students will create a map of their community. They will name and label place on their maps. Students will identify the workers

Students will work together to create a map of their school community.

Students will use the information from their interviews to create a school poster of the school community.

Student s will take a walk around the community. They will record information about the people and places that they noticed.

in their school community. They will choose one particular person of interest and interview the person for 5 minutes about their role in the school community.

U2- Families have beliefs, customs, and traditions.

Students will learn that families have customs, beliefs and traditions.

Read Aloud books Celebrating Cinco de Mayo by

Students will make a list of the specials events/ holidays that their families celebrate. Students will learn the definition of customs, beliefs, and traditions. Students will choose a special time that their families celebrate; they will write about the special custom and

Teacher and students will make a list of word that describes a family. Students will create a holiday customs chart. Students will make a traditional doll to represent their family’s culture.

Crayons Pencils Social Studies work Notebooks Chart Tablet

Students will be assessed based on their ability to make a list of the specials holidays that their families celebrate. Students will be assessed based on their ability to define what are customs, traditions, and

Markers Etc

draw illustrations. Students will use a Venn Diagram to compare and contrast their family’s tradition to that of another family. Students will interview different family members to gather information about their family’s belief, customs and traditions.

beliefs. Students will be assessed based on their ability to choose a special time that their family celebrate and write and illustrate it. Students will be assessed based on their ability to complete the assigned tasks. Students will be assessed based on the ability to interview members of their family to gather information about specific role that each

Students will learn that maps are representation of features of places.

U3- Families have roles and responsibilities.

Students will learn that families have roles and responsibilities.

Charts. Read Aloud Book. What Families Do ( New bridge Discoveries Links)

Students will interview several members of their immediate family to gather information about their specific role in the family. Students will compare the role of the mother and the

Pencils Webs Chart Tablets

father with a partner. They will record the similarities and differences.

person do in the family. Students will be assessed based on their ability to compare the roles of the mother and father in their family. Students will be assessed based on their ability to create a family book that describes the responsibilities of the member of their family.

Students will create a family book that describes their family and the responsibility that the members of their family have. Examples: a) Mother cooks dinner and takes care of my dad and I. b) Father goes to work and fixes the things that are broken around the house. c) I clean my room and take the garbage out. U4- Families Students will Who’s Who Students will learn Students and

Students will

are interdependent

learn that in My Family by Loreen families are interdependent. Leedy Charts Writing Paper Pencils Crayons

the meaning of interdependent. Students will write about how each member of their family is special. Students will write about how each member of the family mutually work together to make the home run smoothly. Students will make a family time line/ family tree to show the people in their immediate family. Students will interview their grandparents; they will gather information to find out their origins. Students will use the information to compare the time

teacher will make a list of things that represents the classroom family’s interdependency. Students will create a class book that show how we work together as a school family.

be assessed based on their ability to write about how they help to make their family special. Students will be assessed based on their ability to complete the assign tasks.

U5- Families lived in other places and at different times

Read Aloud Books: The Quilt Story by Tony Johnson and Tomie DePaola.

Teacher and students will create a map to represent the different cultures inside the classroom. We will make a mural with the maps.

Students will use the internet to find families of different places and time to create a collage of families now and then.

and place of today with the one that their grandparents described.

CURRICULUM MAP GRADE LEVEL: FIRST GRADE MONTH: OCTOBER 2007 JACKIE ROBINSON SCHOOL P.S. 375 ESSENTIAL QUESTIONS: a) What is a family history? b) What are beliefs, traditions and customs? c) What are family artifacts? STANDARDS THEME MINI LESSON ACTIVITIES Students will learn that families have a past and that a time line can tell about their families past. SOCIAL STUDIES WORKSHOP

TOOLS & DIFFERENTIATED CULMINATING ASSESSMENT TRIPS TECHNOLOGY RESOURCES LEARNING ACTIVITIES Time Lines Family Information ( names and dates of the people that are in your family) Read Aloud Books: The Keeping Quilt by Patricia Students will create a time line of their life. They will use picture to show how time has made them change. Students will write about the important events that have occurred in their lives. Students will be assessed based on their ability to Students will create a time have an Author’s line of Chair Share. themselves, and give a written Students with the description of assistant of their the events that parent will happened. research the history of their Students will Students will have a Popcorn Shares Students will use the internet to research the history of their school. They will use the information to create a time line for the school community.

U6- Families have a past and they change over time; my family timeline illustrates my family’s history.

HISTORY OF MY FAMILY

Students will read about the life of

Polacco. The Always Prayer Shawl by Sheldon Oberman. Old and New by Steck Vaughn Schools Then and Now (Newbridge Discovery LinksEmergent set B)

families from the past they will orally discuss with a partner what they learned about the family that they read about. Students will make a list of things that would describe a family history. (Examples: the type of work that the member of the family does, places that the family go for family vacations, etc) Students will compare and contrast the history of another student’s family to the history of their family. They will write about the similarities and differences that their family histories have.

school, Jackie Robinson 375. They will create a timeline to show the then and now.

be assessed based on their ability to orally discuss with a partner what they learn about the family that they read about. Students will be assessed bas on their ability to make a list of things that describe history. Students will be assessed based on their ability to compare and contrast the history of their family with the history of another family.

U7- Some families beliefs, customs, and traditions are based on family history.

Students will learn that some family traditions have been in the family for years.

Students will Students will research their family have an Author’s customs, belief and Chair Share. traditions to identify the history behind it. Students will write down a list of ideas that they would like to be a part of their family history. Example: Being the first doctor in the family, being the first student to travel to outer space etc. Students will identify and write about how their family culture has help to build the community that they live in. Students will write about a special food that they have in their culture. They

Students will be evaluated based on their ability to complete the assigned tasks.

U8- People of diverse racial, religious, national and ethnic groups transmit their beliefs, customs and traditions.

Students will learn that individual’s ethnic backgrounds are important to a community.

Students will be assessed based on their ability to complete the assign task.

will write the ingredients that are needed to make that special dish. Students will combine their favorite foods writing to make a cultural cook book. U9- Folktales, biographies, oral histories and legends relate family histories. Students will learn that folktales and legends are use to pass on rules of behavior from generation to generation. Students will write about the rules that they have learned from their family traditions Students will listen to a read aloud folk tale story, they will write about the beginning, middle and end of the folktale Students will illustrate and write about their favorite part of the folk tale. Students will be assessed based on their ability to write about the rule that they have learned from their traditions. Students will be assessed based on their ability to complete the assign task.

CURRICULUM MAP GRADE LEVEL: FIRST GRADE MONTH: NOVEMBER 2007 JACKIE ROBINSON SCHOOL P.S. 375 ESSENTIAL QUESTIONS: a) What is a community? b) What are monuments? c) Who are community helpers? SOCIAL STUDIES WORKSHOP STANDARDS MINI LESSON ACTIVITIES MY Students will COMMUNITY learn what a AND LOCAL community is REGION Students learn that a community is made up of businesses, homes, hospitals and important places. THEME TOOLS & DIFFERENTIATED CULMINATING ASSESSMENT RESOURCES LEARNING ACTIVITIES KWL chart Venn Diagram’ Music from different cultures Pictures and Posters of different cultures in a community Students will use a KWL chart to write about the things they know, want to learn and have learned about a community. Students will draw and label the people that are a part of their community. Students will draw a Students will take a walk in their community they will identify the places that are historical in their community. Students will be assessed based on their ability to fill out the KWL chart. Students will be assessed based on their ability draw and label the people that are a part of their TRIPS TECHNOLOGY

U10- Different events, people, problems, and ideas make up my community’s history.

Students will take a trip to the police station.

Students will use the internet to identify who the council members are in their community.

Students will create a community brochure of important places

Students will take a trip to the grocery store/ supermarket.

Students will take a walk to the post

Student will learn how to use that information to write letters of concerns and opinion to their

Students will learn that people in a community can work together to fix a problem that is hurting their community. Students will learn that a community has special events that are celebrated.

Cultural foods Social Studies Read Aloud Madlenka by Peter Sis.

map of the geographical features in their community. Students will write about the people that they find in their community

that people can visit when they are on vacation in their community.

community. Students will be assessed based on their ability to write about the people in their community. Students will be assessed based on their ability to research the importance of a place in their community. Students will be assessed based on their ability to complete the assigned differentiated tasks.

office

council member.

People, People Everywhere by Nancy Van Laan The Best Town in the World by Byrd Baylor

Students will write a list of the places that they know in their community. Students will compare a special place in their community to what it was in the past to what it is in the present.

Students will use tear paper to create an important place or person in their community. They

Students will be assessed

will write about the person or place that they choose.

based on tier ability to use tear paper to create an important place in their community and writing about it. Students will be assessed based on tier ability to identify the elements of a myth. Students will use the internet with the aide of the teacher to identify what is a myth. Askforkids.com

U11Folklores, myths, legends and other contributions have helped shape our community and local region. U12Monuments and important places are located in out neighborhood.

Students will learn what are myths, legends and

Student will identify the elements of a myth

Students will learn about what are monuments.

Students will choose a place/ building in the community and research the importance of it. They will interview people who knew what it looked like from the past, look at pictures and describe what it

Students will make a list of the places in their community. Students will draw pictures of the place they want to research in their community.

Student will be assessed based on their ability to choose a place / building in their community and researching it.

looked like then and now. U13Communities are connected economically and geographically. Students will learn how businesses and establishments help to build the economical stability of their community. Students will draw pictures of the different businesses that are in their community. Students will be assessed based on their ability to identify and draw the different businesses in their community. Students will be assessed based on their ability to choose a particular establishments and describing how it helps the community. Students will walk to Grand Army Plaza. They will do a sketch of the important monuments/places that are located in there community.

Students will choose one particular establishment and describe how it helps their community economically. Examples: 1) A restaurant is a place that people get food to eat. 2) A hospital helps people who are sick and provides people in the community with jobs. Students will listen to folk tales from different cultural

U14- People exchange elements of

Read Aloud books

Students will learn that people

Students will be assessed based on their

Students will take a trip around the community to

Students will use the compuer/ internet to help

their culture.

Mufaro’s Beautiful Daughter by John Steptoe.

exchange elements of their culture.

background; they will identify the similarities that are in the stories. Students draw pictures of games and toys that are similar in different cultures.

ability to identify similarities from folk tales from different cultures. Students will be assessed based on their ability to draw games and toys that are the same in different cultures. Students will be assessed based on their ability to talk about foods that are the same in their each others culture.

identify how different cultural backgrounds work together to create a peaceful and loving environment.

them learn more about other cultural background.

Pbskids.org

Nickjr.com

Kidspiration.

Students will talk about foods that are the same in other culture.


				
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