Kindergarten Social Studies Curriculum Map
Unit TopicEssential Standard
Concept / Strand
Essential Questions
I can statements / Essential Information / Resource Ideas
Then and Now:
K.H.1 Understanding change over time.
Change / History
How do people change over time?
I can explain how people change over time.
How do seasons change over time?
I can explain how seasons change over time.
How do life events bring change?
I can explain how different life events bring changes. / The student will know:
• The definition of change.
• Examples of change of themselves and others.
• Physical growth contributes to changes in appearance (e.g., birth, crawling, walking, loss of
first tooth, first day of school, etc.).
• People’s lives from the past are similar and different from our lives today.
• The difference between past, present and future time periods.
• Ways people learn about the past.
For example: photos, artifacts, diaries, stories, videos, etc.
The student will know:
• Seasons change based on the tilt of the earth and that particular regions exposure to the sun at
that time of the year.
• How to observe changes in the seasons, weather and environment.
• How changes of seasons, weather and the environment influence the way people live, work,
dress and play.
The student will know:
• Examples of life events.
• Life events affect your lifestyle. / Books:
A Tree for all Seasons (Bernard)
Seasons (Blexbolex)
Skip Through the Seasons (Blackstone)
Look How it Changes (Young)
Red Leaf, Yellow Leaf (Ehlert)
Reading A to Z – My New School (Level D)
I am growing (Aliki)
Now I am growing! I am a new big brother (Gaydos)
Web Links
Activities
Bulletin Board with baby pictures current pictures of students.
Divide paper into four squares and have students work with the four seasons.
Season Sort – have students sort pictures into the correct season.
Where on the Map?:
K.G.1
Use geographic representations and terms to describe surroundings.
Location / Geography
How do you use maps to locate places in the classroom, school, and home?
I can use maps to locate places in the classroom, school, and home.
How do you use globes and maps to locate land and water features?
I can use globes and maps to locate land and water features.
How do you identify physical features on a map?
I can identify physical features on a map.
How do you identify locations in the classroom using positional words?
I can identify locations in the classroom using positional words. / The student will know:
• There are specific features of a map that help us understand physical space (e.g., title, legend,
symbols, and compass rose).
• How to use a map (e.g., paper and digital form).
• A map is a representation of a real life place.
• How to properly use geographic terminology such as place, map, directions, etc.
The student will be able to do:
• Apply their knowledge of maps and other geographic tools to locate specific places.
For example, students could use a map of the classroom to locate a desk in the classroom, a
map of the school to locate the library at school, a map of your home to locate your bedroom
at home, etc.
• Draw a simple classroom, school, or home map.
• Demonstrate the knowledge of the visual description and location of the classroom, school,
and home.
For example: student names particular features represented on the map, such as teacher’s
desk, reading corner, etc.
The student will know:
• The difference between globes and maps (e.g., paper and digital forms).
• The globe is a three-dimensional representation of the earth.
• The map is picture or representation of the earth’s surface.
The student will be able to do:
• Apply their knowledge of globes and maps to demonstrate locating specific land and water
features.
The student will know:
• The definition of physical features.
The student will be able to do:
• Identify and describe different landforms by their physical features using pictures, photos, etc.
of mountains, hills, rivers, lakes, roads, etc.
The student will know:
• The definition of positional words.
For example: near/far, above/beneath, and left/right, etc.
• Positional words are used to locate specific places.
The student will be able to do:
• Recognize specific locations in the classroom through the use of positional words.
For example: how to identify left from right, above from beneath, etc. / Books
Me on the Map (Sweeney)
Armadillo from Amarillo (Cherry)
Map Keys (Adburg)
Maps and Globes (Knowlton)
North, South, East, and West (Fowler)
Is this My Classroom? (Ellen M. Balla)
The Gingerbread Man loose in the School (Murray)
Maps and Globes (Knowlton)
Where do I Live? (Chesanow)
Reading A – Z: I Looked Everywhere (Level C)
Reading A – Z: My Neighborhood (Level d)
There is a Map on my Lap (Rabe)
Web Links
(send and get postcards from all over the world).
Activities
Making a map of their classroom using Lego’s
Where I live? Put your address into Google Earth. Have students cut out or find pictures that my represent your home.
Get brochures from local and national places.
My Environment and Me:
K.G.2
Understand the interaction between humans and the environment.
Human-Environment Interaction / Geography
How do people adapt to various weather conditions?
I can explain how people adapt to different weather.
How do people use environmental resources to meet basic needs and wants?*
I can identify ways people use environmental resources.
*can link with K.E.1 / The student will know:
• People live in different settings and interact/adapt with their environment based on locations.
For example: People living in colder climates wear more clothes, and people living in areas
where there are floods build their houses on higher ground.
• Career opportunities are made available due to weather conditions.
For example: coastal communities, beaches and warm weather in the summer which
provides an opportunity for tourism.
The student will know:
• Examples of environmental resources.
• Examples of basic needs and wants. / Books
Oh Say Can You Say What's the Weather Today?: All About Weather (Cat in the Hat's Learning Library)by Tish Rabe
National Geographic Readers: Storms!by Miriam Goin
Reading A to Z: How was the Weather Today? (Level F)
Reading A to Z: All Kinds of Farms (Level E)
What Will the Weather Be? (Let's-Read-and-Find... Science 2)by Lynda DeWitt and Carolyn Croll
Farmer Grows a Rainbow Lesson Plans (each school has a K – 5 kit)
Activities
A visit from the local meteorologist
Weblinks
Do I really need that?
K.E.1
Understand basic economic concepts.
Choice, Needs/Wants / Economics
How do you tell the difference between a need and a want?
I can tell you the difference between a need and a want.
I can explain how families have needs and wants.
How do jobs help people meet their needs and wants?
I can explain how jobs help people satisfy their needs and wants. / The student will know:
• The definition of physical features.
The student will be able to do:
• Identify and describe different landforms by their physical features using pictures, photos, etc.
of mountains, hills, rivers, lakes, roads, etc.
The student will know:
• People work to make money (e.g., income) to buy things they need and want.
• Working enables people to meet needs and wants.
For example: People work to receive money to purchase items such as food, clothes, cars,
etc.
• Jobs provide money for people that allow them to make choices about purchases that serve
their needs and wants.
• Examples of a variety of jobs.
• People may or may not have jobs.
• Jobs give people money to buy things. / Books
Do I need it or do I want it? (Larson)
Reading A to Z: What I want (Level C)
Reading A to Z: Workers (Level D)
Reading A to Z: Community Helpers (Level D)
If You Give a Mouse a Cookie (Numeroff)
Making Up Your Own Mind (Wilt)
The Berenstain Bears Get the Gimmes(Berenstain)
Bunny Money (Wells)
People Working (Florian)
Richard Scarry's Busiest People Ever and Richard Scarry's What Do People Do All Day
The Goat in the Rug (Blood)
Activities
Take pictures from a magazine and have students sort needs and wants (Venn Diagram or Tree Map)
Have students find two pictures that would be needs and two pictures that would be wants (Double-Bubble Map)
Weblinks
Super Citizenship in Action:
K.C&G.1
Understand the roles of a citizen.
Citizenship / Civics and Government
How do I show positive relationships in fair play and friendship?
I can play fair and be a good friend.
Why do citizens obey rules in the classroom, school, home, and neighborhood?
I can explain the importance of rules. / The student will know:
• Specific examples of qualities of a good citizen.
For example: playing fairly and making friends.
• Situations may be fairer because of positive relationships such as taking turns on the
playground.
The student will know:
• A good citizen follows rules and respects the rights of others.
For example: Showing the following traits of courtesy, honesty, and fairness when working
with others.
• Why rules are needed.
• Examples of a responsible citizen.
• How to identify rules in the classroom, home, and neighborhood.
• They are citizens of a classroom, school, home and neighborhood. / Books
The Rainbow Fish (Marcus Pfister)
The 7 Habits of Happy Kids (Sean Covey)
How full is your Bucket (Rath)
Do onto Otters (Keller)
A Bad Case of Tattle Tongue by Julia Cook
Rules (Discovery Links Social Studies Series – Newbridge Publishing)
If Everybody Did (Stover)
Know and Follow Rules by Cheri J. Meiners M.Ed.
Don't Squeal Unless It's a Big Deal: A Tale of … by Jeanie Franz Ransom
First Day Jitters by Julie Danneberg
Activities:
Create a set of class rules and/or mission statement.
Tree Map
Weblinks
You can hear book read aloud.
You and Me:
K.C.1
Understand how individuals are similar and different.
Culture / Culture
How am I alike and different from other individuals?
I can explain similarities in self and others.
What is a culture?
I can explain elements of culture (how people speak how people dress, foods they eat, etc.)
How are cultures alike and different from each other?
I can compare the elements of different cultures. / The student will know:
• People have basic similarities.
For example: linguistic, physical, interests, etc.
• Terminology of words such as different, similar, and unique, etc.
The student will know:
• People from diverse cultures speak, dress, and eat differently due to their particular region.
• Connections can be made from one’s culture to another.
• The elements of culture.
For example: language, dress, food, etc. / Whoever You Are (Fox)
Houses and Homes (Morris)
Children Around the World: The Ultimate Class Field Trip (Woodfield)
India, Japan, Germany, China, France, and Egypt (Pluckrose)
Countries Around the World series (Dahl)
We are Different, We are the Same (Kates)
A Rainbow of Friends (Hallinan)
Throw Your Tooth on the Roof: Tooth Traditions from Around the World (Beeler)
This Is the Way We Go to School: A Book About Children Around the World by
Edith BaerChildren Around the World by Montanari
People (Spier)
Activities:
Pair students up to go over activities they enjoy – see what they have in common