TANGIPAHOA PARISH SCHOOL SYSTEM
SOCIAL STUDIES CURRICULUM MAP
GRADE 1
Unit 1: My Role as a Citizen
TIME FRAME: Weeks 1-5
Week 1: Should be used to establish rules and procedures.______
Suggested Time / Comprehensive Curriculum Activity / Grade Level Expectations(focus GLEs boldfaced) / TEACHER EDITION PAGES / RECOMMENDED ASSESSMENTS / TEXTBOOK RESOURCES / OTHER RESOURCES
Week 2 / Activity 1 / 17. Explain the necessity of establishing leadership and order at school (C-1A-E2)
20. Propose rules and consequences for a given situation and explain why the rules would be important (C-1A-E7) / 1a-13a / Workbook pgs. 2, 3 / Workbook pg. 1
(vocabulary cards) / Trade books, Every Student Learns Guide pgs. 2-5, trade books, United Streaming: Community Rules and Laws, 2nd Ed., Going to School is Your Job, A Kid’s Guide: Good School Behavior, Minding Your Manners at School
Week 3 / Activity 4, 7, 8 / 22. Define the meaning of the term classroom citizen (C-1D-E1)
19. Explain the process of voting using classroom issues (C-1A-E6)
21. Discuss the importance of sharing responsibilities at home, class, and school (C-1B-E2)
24. Identify ways to participate in public service within school or community (e.g., volunteer, donations, and parent organizations) (C-1D-E5)
23. Identify patriotic songs and American symbols (C-1D-E4) / 14a-21a / Workbook pgs. 5, 6, / Vocabulary cards / Every Student Learns Guide pgs. 6-9; transparency 10, trade books, United Streaming: TLC Elem. School: Understanding Good Citizenship, U.S. Symbols, Citizenship in the Community
Week 4 / Activity 2, 3 / 20. Propose rules and consequences for a given situation and explain why the rules would be important (C-1A-E7)
16. Identify school rules and the
persons responsible for making and enforcing them (C-1A-E1)
17. Explain the necessity of establishing leadership and order at school (C-1A-E2) / 22a-27a / Workbook 7, 8 / Vocabulary cards / Every Student Learns Guide 10-13, Trade books, United Streaming: Safety Rules for School (2nd Ed.), A Kid’s Guide: Good School Behavior, A Kid’s Guide: Rules, A Kid’s Guide: Responsibility
Week 5 / Activity 10 / 28. Identify simple descriptions of the work people do and the names of related jobs in the community (E-1A-E7) / 28a-41 / Workbook pgs. 9-10
Assessment book
pgs. 1-4 / Vocabulary cards / Every Student Learns
Guide 14-17, Trade books,
United Streaming:
Neighborhoods:
Understanding Where We
Live, At Work: Sound the
Alarm, At Work: Cops
Are Tops, At Work:
Moving the Mail
Tangipahoa Parish School System
Science Curriculum Map
Grade 1
Unit 1 : Changing Weather and Local Effects
Time Frame: 3 weeks
Suggested time / Comprehensive Curriculum Activity / Grade Level Expectations(focus GLEs boldfaced) / Teacher Edition Pages / Recommended
Assessments / Textbook/Online
Resources / Storytown Resources/ Discovery Education (US-United Streaming)
V=video
S=song / Other Resources
Week 6 / 1, 2, 3 / 1-- Ask questions about objects and events in the environment (e.g., plants, rocks, storms)
2-- Pose questions that can be answered by using students’ own observations and scientific knowledge
3-- Predict and anticipate possible outcomes
5-- Use the five senses to describe observations
8--Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate
10-- Identify and use appropriate safety procedures and equipment when conducting investigations
36-- Locate and compare the relative proportions of land and water found on Earth / n/a / Evaluate map colored by students to indicate land and water; label continents and oceans / Science safety http://science.pppst.com/labwork.html
As the Earth turns Story http://www.beaconlearningcenter.com/WebLessons/AsTheEarthTurns/default.htm
World Map
http://www.enchantedlearning.com/geography/label/world
Water/ Land on Earth
http://soil.gsfc.nasa.gov/app_soil/hmsoil.htm
Continents:
http://www.graves.k12.ky.us/powerpoints/elementary/cupclapp.ppt
http://continents.pppst.com/index.html
Oceans and Continents:
http://www.enchantedlearning.com/geography/continents/quiz.shtml
Oceans:
http://www.mos.org/oceans/planet/profiles.html
http://www.field-guides.com/sci/oceank/index.htm
http://www.enchantedlearning.com/subjects/ocean/ / V-A First Look: Earth
S-Teacher and the Rockbots: Continents
S-Music Makes it Memorable: Seven Continents
S-Teacher and the Rockbots: Oceans
S-Music Makes it Memorable:Oceans / 101 Science Poems and Songs for Young learners (Scholastic), page 74-78
I Can Make It, I Can Read It Science PreK-K (The Education Center/Mailbox) pages 4-8
I Can Make It, I Can Read It Science PreK-K (The Education Center/Mailbox) pages 95-96
Week 7 / 4, 5 / 1-- Ask questions about objects and events in the environment (e.g., plants, rocks, storms)
2-- Pose questions that can be answered by using students’ own observations and scientific knowledge
3--Predict and anticipate possible outcomes
5--Use the five senses to describe observations
6--Measure and record length and temperature in both metric system and U.S. system units
7--Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data
8--Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate
9--Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios)
38 --Compare weather patterns as they relate to seasonal changes in students’ immediate environment / Addison Wesley Destinations in Science Grade 1 Unit F pages F2-F20 / AW 52-53 / Water Cycle: http://www.hcbe.net/itc/powerpoints/science/files/33B345753DA945F7B6208FE4CB5FA8E8.ppt
http://science.pppst.com/watercycle.html
http://www.crickweb.co.uk/assets/resources/flash.php?&file=watercycle
http://www.harcourtschool.com/menus/science/up_close1.html
http://www.iknowthat.com/com/App?File=ScienceLab.htm&Type=S&SWF=weather%2Fscience_desk&App=Science+Lab
http://www.apples4theteacher.com/mother-goose-nursery-rhymes/#weathernurseryrhymes
http://www.apples4theteacher.com/java/concentration-games/weather/
http://www.fi.edu/weather/todo/todo.html
http://www.acme.com/jef/singing_science/water_cycle-32.mp3
Droplet the Water Drop http://kids.earth.nasa.gov/droplet.html
Why is it raining raindrops song http://www.acme.com/jef/singing_science/raindrops-32.mp3
Into the boat (weather effects): http://www.bbc.co.uk/schools/digger/5_7entry/7.shtml
Clouds and Weather Prediction:
http://www.hcbe.net/itc/powerpoints/science/files/69E25AD5F1E9408DA659D14F61367469.ppt
http://teacher.scholastic.com/activities/wwatch/ / V-The Importance of Water
S-Teacher and the Rockbots: Water Cycle
S-It’s Called the Water Cycle / 101 Science Poems and Songs for Young learners (Scholastic), page 11,74-78
Science Grades K-1 (Incentive Publications—Basic Not Boring)
Page 51
Earth Science & Space (Steck Vaughn)
Pages 101-112
Hands On Earth Science (Carson Dellosa) pages 35, 41
I Can Make It, I Can Read It Science PreK-K (The Education Center/Mailbox) pages 42-44
Week 8 / 6, 7 / 1-- Ask questions about objects and events in the environment (e.g., plants, rocks, storms)
2-- Pose questions that can be answered by using students’ own observations and scientific knowledge
5--Use the five senses to describe observations
8--Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate
37-- Illustrate how water changes from one form to another (e.g., freezing, melting, evaporating) / Addison Wesley Destinations in Science Grade 1 Unit F pages F2-F20 / Earth Science & Space (Steck Vaughn) page 13 / Weather: http://www.mapability.com/index1.html?http&www.mapability.com/maps/globe.html (globe)
http://education.smarttech.com/NR/rdonlyres/DB101328-4222-4DB2-940A-37B0A6831B89/0/WeatherUS.notebook
http://www.vickiblackwell.com/Katrina/janet/Color%20the%20Weather.ppt
http://science.pppst.com/weatherforecasting.html
http://education.smarttech.com/NR/rdonlyres/607FF3EB-F008-4F6D-8C76-617F58904931/0/WhatstheWeather9US.xbk
http://www.apples4theteacher.com/word-finds/weather-words.html
http://www.apples4theteacher.com/mother-goose-nursery-rhymes/#weathernurseryrhymes
http://www.apples4theteacher.com/java/concentration-games/weather/
http://www.acme.com/jef/singing_science/weather_1-32.mp3
http://www.ngfl-cymru.org.uk/vtc/weather_symbols/eng/Introduction/default.htm
http://www.apples4theteacher.com/word-finds/weather-words.html
Wild Weather-http://spaceplace.nasa.gov/en/kids/goes/wwa/index.shtml
Wild Weather-Hurricanes:
http://www.vickiblackwell.com/Katrina/janet/against%20the%20wind.pdf
http://www.wildwildweather.com/hurrican.htm
http://www.fema.gov/kids/hurr.htm
http://www.vickiblackwell.com/Katrina/janet/hurricanebooklet.pdf
http://www.nhc.noaa.gov/HAW2/pdf/colorbook.pdf
http://www.acme.com/jef/singing_science/hurricane-32.mp3
http://www.weather.gov/om/brochures/owlie-hurricane.pdf
http://www.weather.gov/cgi-bin/nwsexit.pl?url=http://www.redcross.org/images/pdfs/code/Hurricanes_and_Tropical_Storms.pdf
Wild Weather-Tornadoes:
http://www.weather.gov/om/brochures/owlie-tornado.pdf
http://science.pppst.com/tornadoes.html
Wild Weather-Lightning:
http://www.weather.gov/om/brochures/owlie-lightning.pdf
http://www.weather.gov/om/lightning/resources/LightningFactsSheet.pdf
http://www.acme.com/jef/singing_science/lightning-32.mp3
Wild Weather-Floods:
http://www.weather.gov/om/brochures/owlie-floods.pdf / Theme 4 Lesson 18 “Shadow in the Snow” “Snow Surprise” “The Snowflake Man”
V-Weather: Changes and Measurement
S-Teacher and the Rockbots: How’s the Weather?
V-A First Look: Weather / 101 Science Poems and Songs for Young learners (Scholastic), page 79-81
Science Write & Read Books (Scholastic) page 74
(My Weather Book)
Earth Science & Space (Steck Vaughn)
Pages 113
I Can Make it, I Can Read It Fall (Education Center) pages 30-34
Hands On Earth Science (Carson Dellosa) pages 30-31, 34, 36
I Can Make It, I Can Read It Science PreK-K (The Education Center/Mailbox) pages 46-49
Tangipahoa Parish School System
Science Curriculum Map
Grade 1
Unit 2: All Sorts of Solids
Time Frame: 2 weeks
Suggested time / Comprehensive Curriculum Activity / Grade Level Expectations(focus GLEs boldfaced) / Teacher Edition Pages / Recommended
Assessments / Textbook/Online
Resources / Storytown Resources/ Discovery Education (US-United Streaming)
V=video
S=song / Other Resources
Week 9 / 1, 2, 3 / 1-- Ask questions about objects and events in the environment (e.g., plants, rocks, storms)
2--Pose questions that can be answered by using students’ own observations and scientific knowledge
3--Predict and anticipate possible outcomes
4--Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data)
5--Use the five senses to describe observations
6--Measure and record length and temperature in both metric system and U.S. system units
7--Select and use developmentally appropriate equipment and tools and units of measurement to observe and collect data
8--Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate
9--Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g., drawings, journals, reports, presentations, exhibitions, portfolios)
13--Sort a group of objects by using multiple characteristics
14--Order objects by weight/mass
15--Measure length and width of a variety of objects and materials by using nonstandard tools, such as a paper clip, cube, shoe, and hands / Addison Wesley Unit C pages C10-12; C20-C21 / Work in stations to complete sorting charts individually
Observe students performance with measuring using measurement tools (see CC Blackline Masters) / Grouping and Sorting Materials http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate.shtml
http://www.bbc.co.uk/schools/revisewise/science/materials/07_act.shtml
http://www.bbc.co.uk/schools/revisewise/science/materials/09_act.shtml
http://www.gamesgames.com/game/recycle.html
http://primary.naace.co.uk/activities/sorting_games/index.htm
http://www.gamesgames.com/game/flamez.html
http://www.sasked.gov.sk.ca/docs/elemsci/gr1ufesc.html
http://www.sciencenetlinks.com/pdfs/objectsvenn_assheet.pdf
Materials http://www.crickweb.co.uk/assets/resources/flash.php?&file=materials2d
http://www.crickweb.co.uk/assets/resources/flash.php?&file=materialsHtm
Separating Materials http://www.bbc.co.uk/schools/revisewise/science/materials/10_act.shtml
Measure and sort http://www.pbs.org/parents/earlymath/grades_games_timetomove.html
http://www.funbrain.com/measure/index.html
http://www.sasked.gov.sk.ca/docs/elemsci/gr2uhesc.html
http://www.funbrain.com/cgi-bin/meas.cgi?A1=s&A2=0&A3=0&INSTRUCTS=1
http://www.kidport.com/Grade1/Math/MeasureGeo/G1-M-MG1-1-3.htm / V-The Number Crew: Shape Sorting
V-Learning about sorting and grouping
V-Sorting Passengers by their Number of Feet (video segment)
V-Sorting by touch (video segment)
V-Real People, Real Math: Grades K-02: Moving Home (video)
V-The Number Crew: The Trouble with Crocodiles (video)
V-Venn You’re right, You’re right (video segment)
V-Recycling: A class project (video segment)
V-Math Monsters: Standard and Non-Standard Measurement
V-Measurement (video segment)
V-Introduction to Measurement: Building a Roller Coaster (video segment)
V-Mathica’s Math shop: All Star Elf
S- Measure Her Up For Size (Mrs. Penguin)
S- Measure Him Up For Size (Mr. Moose)
V-Estimating Measurements (video segment)
Week 10 / 4, 5, 6 / 1-- Ask questions about objects and events in the environment (e.g., plants, rocks, storms)
2 --Pose questions that can be answered by using students’ own observations and scientific knowledge
3 --Predict and anticipate possible outcomes
4 --Use a variety of methods and materials and multiple trials to investigate ideas (observe, measure, accurately record data)
8--Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as appropriate
10--Identify and use appropriate safety procedures and equipment when conducting investigations (e.g., gloves, goggles, hair ties)
13--Sort a group of objects by using multiple characteristics
23--Identify materials attracted by magnets
24--Determine, through experimentation, which poles of magnets are attracted to each other and which poles repel each other / Addison Wesley Unit D Lesson 5 page D14-D15 / Have students sort items and make Tree Map of whether they are attracted to a magnet or not. / Sinking and Floating:
http://www.bbc.co.uk/schools/digger/5_7entry/8.shtml
http://games.zeeks.com/game.php?g=1247&s=2&category=2&level=0
http://www.education.com/activity/article/sinkorfloat_kindergarten/
http://pbskids.org/zoom/activities/sci/dancingraisinsii.html
http://pbskids.org/zoom/activities/sci/floatingpaperclips.html
http://pbskids.org/zoom/activities/sci/makeaneggfloat.html
Magnets:
http://www.hcbe.net/itc/powerpoints/science/files/AF7584809D204079A31679B9F966CC1A.ppt
http://www.graves.k12.ky.us/powerpoints/elementary/symjchandler.ppt
http://science.pppst.com/magnets.html
http://www.pwcs.edu/marywilliams/itideas/magnetsactivity.ppt
http://blps.groupfusion.net/modules/groups/homepagefiles/cms/14571/File/Magnets%20Webquest/Magnets_Webquest.html
http://www.libraryvideo.com/guides/K7110.pdf
http://www.acme.com/jef/singing_science/magnet_1-32.mp3
http://www.rapides.k12.la.us/region6tltc/intech2/Greenmagnetswebpage/Mighty%20Magnet1.htm
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml
http://www.iknowthat.com/com/L3?Area=Science%20Lab
http://www.sasked.gov.sk.ca/docs/elemsci/gr2ubesc.html
http://iq.poquoson.org/2sci/magnets/2magnets09tlm.htm
http://www.iknowthat.com/com/App?File=ScienceLab.htm&Type=S&App=Science+Lab&SWF=magnetism/science_desk
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml http://pbskids.org/zoom/activities/sci/electricgelatin.html / V-Peep and the Big Wide World:Save it for later/The Red Balloon
V-Peep and the Big Wide World: The Fish Museum/ Peep’s night out
V-Peep and the Big Wide World: Current Events/ Quack loses his hat
V-A First Look: Magnets
V-Junior Electrician: Magnetism
V-The Magic of Magnetism
V-The Blue Dragon: Magic Metal? / Science Grades K-1 (Incentive Publications—Basic Not Boring)
Page 53
101 Science Poems and Songs for Young learners (Scholastic), page 83
Cut and Paste Science (Teacher Created Materials) pages 15-16
I Can Make It, I Can Read It Science PreK-K (The Education Center/Mailbox) pages 76-78
I Can Make It, I Can Read It Science PreK-K (The Education Center/Mailbox) pages 85-88
TANGIPAHOA PARISH SCHOOL SYSTEM
SOCIAL STUDIES CURRICULUM MAP
GRADE 1
Unit 2: My School and My Community
TIME FRAME: Weeks 11-14______
Suggested Time / Comprehensive Curriculum Activity / Grade Level Expectations(focus GLEs boldfaced) / TEACHER EDITION PAGES / RECOMMENDED ASSESSMENTS / TEXTBOOK RESOURCES / OTHER RESOURCES
Week 11 / Activity 1, 2 / 3. Describe a map as a representation of a place (G-1A-E1)
5. Create simple maps to identify the relative location of places in the school and community (G-1A-E3)
1. Identify and use simple map symbols and key/legend (G-1A-E1)
4. Locate places on the school campus and describe their relative location (G-1A-E2) / 43a-55a / Workbook pgs. 14, 15 / Workbook pg. 12 (Vocabulary cards) / Every Student Learns Guide pgs. 18-21, Transparencies 13, 14, trade books, Big Book Atlas, Online maps, United Streaming: Neighborhoods: Understanding Where We Live, Different Types of Maps, Beginning Maps: Models and Places, Understanding and Making Maps: An Introduction, Lollipop Dragon’s World of Maps and Globes: Making Your Own Map
Week 12 / Activity 6, 7 / 2. Interpret a simple chart (G-1A-E1)
3. Describe a map as a representation of a place (G-1A-E1)
6. Identify Earth’s various physical features (e.g., oceans, islands, mountains, rivers) (G-1B-E1) / 56a-61a / Workbook pgs. 16, 17 / Vocabulary cards / Every Student Learns Guide pgs. 22-25, Transparency 15, Big Book Atlas, Online maps, United Streaming: Charts, Landforms #1
Week 13 / Activity 13 / 8. Identify English as the major language of the United States and recognize that there are secondary languages in some areas of the country (G-1B-E4)
11. Identify and compare basic elements of culture (e.g., food, music, celebrations) (G-1C-E4) / 62a-69a / Workbook pg. 18 / Vocabulary cards / Every Student Learns Guide pgs. 26-29, trade books, United Streaming: Communities Around the World, How Customs and Heritage Shape Communities, Diversity Elementary: Culture and Ethnicity
Week 14 / Activity 8, 9 / 13. Identify by name the town, parish, state, and country in which the student lives (G-1C-E6)
4. Locate places on the school campus and describe their relative location (G-1A-E2)
5. Create simple maps to identify the relative location of places in the school and community (G-1A-E3) / 70a- 86 / Workbook pgs. 19, 20 / Vocabulary cards / Every Student Learns Guide pgs. 30-37, transparencies 13, 15, Kid Pix, United Streaming: Lollipop Dragon’s World of Maps and Globes: Making Your Own Map, Where Do You Live?, Local, State, and National Communities, Neighborhoods, Cities, and States, The Scrambles States of America
TANGIPAHOA PARISH SCHOOL SYSTEM
SOCIAL STUDIES CURRICULUM MAP
GRADE 1
Unit 3: History and Family
TIME FRAME: Weeks 15-18
Suggested Time / Comprehensive Curriculum Activity / Grade Level Expectations(focus GLEs boldfaced) / TEACHER EDITION PAGES / RECOMMENDED ASSESSMENTS / TEXTBOOK RESOURCES / OTHER RESOURCES
Week 15 / Activity 3 / 32. Use words to describe time (past, present, future) (H-1A-E1) / 183a-195a
Unit 5
Lesson 1 / Workbook pgs. 49-51 / Workbook pg. 47
(Vocabulary cards) / Every Student Learns Guide pgs. 82-85, Transparencies 25, 26
trade books, Poster 10, United Streaming : Long Ago, Yesterday, and Today
Week 16 / Activity 5 / 33. Identify similarities and differences in families over time (e.g., structure, roles of women, men, and children) (H-1A-E2) / 196a-207a
Unit 5
Lesson 2, 3 / Workbook pgs. 52-54 / Vocabulary cards / Every Student Learns Guide pgs. 86-89, Transparency 27, trade books, www.plimoth.org
Colonial Williamsburg Primary Sources
CD-ROM, www.sfsocialstudies.com
United Streaming : Moving to America: Then and Now; Holiday Facts and Fun: Thanksgiving
Week 17 / Activity 8
(Unit 1) / 23. Identify patriotic songs and American symbols (C-1D-E4) / 208a-211a
Unit 5
Lesson 4 / Workbook pg. 55 / Vocabulary cards / Every Student Learns Guide pgs. 94-97, Transparencies 29, 30, trade books, Songs and Music, www.sfsocialstudies.com
United Streaming: Songs for a Great Day: Proud to Be an American; Citizens are Patriotic; TLC Elem. School: Understanding American Values; Old Glory; U.S. Symbols; Celebrating the American Flag: Holidays and Traditions
Week 18 / Activity 13 (Unit 2)
Activity 6
(Unit 1) / 8. Identify English as the major language of the United States and recognize that there are secondary languages in some areas of the country (G-1B-E4)
11. Identify and compare basic elements of culture (e.g., food, music, celebrations) (G-1C-E4)
18. Identify and recognize the current president of the United States (C-1A-E5)
19. Explain the process of voting using classroom issues (C-1A-E6)
20. Propose rules and consequences for a given situation and explain why the rules would be important (C-1A-E7) / 212a-230a
Unit 5
Lesson 5, 6 / Workbook pgs. 56-59,
Assessment pgs. 17-20 / Vocabulary cards / Every Student Learns Guide pgs. 98-105, Transparencies 31, 32, trade books, www.sfsocialstudies.com
United Streaming: Hand in Hand: Count on Me; Voting and Democracy; Diversity Elementary: Culture and Ethnicity; Holiday Facts and Fun: Veterans Day; U.S. Celebrations; Presidents’ Day: Washington and Lincoln; Barack Obama, Forty-Fourth President of the United States (image only)
Tangipahoa Parish School System