Introduction & Overview:
This unit develops the relationship of family to home , school , and community. Emphasis is placed on working together, cooperation, responsibility, acceptance , cultural heritage, and uniqueness.
A. Identify the sound made by each letter of the alphabet.
B. Read a letter and say its sound.
C. Read letter combinations and say their sounds.
D. Use decoding strategies and word attack skills to read words.
A. Read subject texts.
B. Read a variety of trade books, etc.
C. Read age appropriate magazines.
D. Read various forms of literature (fiction, non-fiction, poetry, biography, etc.)
A. Read for pleasure.
B. Read for comprehension & information.
A. Listen to and follow multi-step directions.
A. Demonstrate age appropriate vocabulary in written work.
B. Write creatively.
A. Write in complete sentences.
B. Use correct beginning capitalization and ending punctuation.
A. Form letters correctly.
B. Space words correctly.
B. Listen to and obtain information.
C. Listen to a variety of sources for pleasure and information.
A. Expand spoken vocabulary.
B. Speak in complete sentences when appropriate.
C. Participate in classroom discussions.
D. Give an oral presentation to class.
A. Demonstrate age appropriate vocabulary in written work.
B. Write creatively.
A. Write in complete sentences.
B. Use correct beginning capitalization and ending punctuation.
A. Form letters correctly.
B. Space words correctly.
A. Locate information in dictionaries and encyclopedias
B. Use magazines, books, and newspapers to locate information.
C. Present one's findings in a variety of formats.
2.68 Compare and contrast various cultures and universal ideas.
A. Read picture books reflecting various cultures and universal ideas.
A. Use movement in response to a language activity.
B. Use drama in response to a language activity.
C. Use art in response to a language activity.
A. Identify items that are different from today.
B. Discuss the differences in daily lives of the characters in a story and in one's own life.
A. Discuss motivation, emotion, and the related actions of characters.
B. Discuss how motivations, emotions, and related actions are revealed in story
C. Relate motivation, emotions, and related actions to one's own life experiences.
A. Determine the place value of a numeral in numbers up to 999.
2.35 Classify objects by characteristics.
A. Identify common attributes in a group of objects.
B. Compare and contrast attributes in a group of objects.
A. Read and interpret information using objects and pictures.
B. Collect and display information using objects and pictures.
A. Formulate and solve problems in everyday situations.
B. Recognize common attributes between problems.
D. Identify the steps in problem solving: think, plan, solve, and look back.
A. Identify the different characteristics of living things which help them to adapt to their environment.
D. Classify living things by areas they live in.
A. Explain and discuss why all living things need food, air, and water. B. Explain why some living things need shelter.
A. Identify differences and similarities between parents and offspring.
A. Identify similarities and differences between individuals.
A. Follows classroom and school rules.
B. Distinguishes between appropriate and inappropriate behaviors.
C. Choose behaviors that exemplify personal responsibility and self-discipline.
D. Work cooperatively with peers and adults.
A. Describe his/her uniqueness.
B. Identify the roles of family members within a family unit.
C. Demonstrate a sense of personal responsibility and self-worth.
D. Identify the roles of community helpers and explain their necessity to society.
B. Identify people, past and present, and identify their effects on societies.
2.45 Depict age, emotion, and gender.
D. Create original and imaginative artworks expressing own ideas and feelings.
E. Paint, paste, draw, model, construct, and cut with art tools and materials.
2.53 Listen to and describe a variety of music.
A. Sing on pitch, with appropriate timbre and diction, and maintain a steady tempo.
A. Demonstrate an awareness of music in daily life.
B. Identify the uses of computer technology as a tool for doing work.
D. Use proper computer terminology.
A. Follow instructions to meet the expectations of others.
B. Gather and organize resources.
C. Work productively alone and in a group.
D. Respect the work of others.
E. Review work for completeness and accuracy.
F. Use efficient learning techniques.
A. Definition- people who love and care for each other
B. Responsibilities- food, shelter, safety and clothing
C. Rules- necessary for safety, health, and order
A. School
1. Definition- people who care for us at school
2. Responsibility- protect, teach, and learn
3. Rules- necessary for order and learning
B. Community
1. Definition- people who care for us in our communities
2. Responsibility- responsible citizenship
3. Rules- necessary for safety and consideration of others
A family is defined as a group of two or more people joined by bonds of love and/or kinship. Family responsibilities include providing for food, shelter, safety, and clothing. Rules are necessary in a family in order to insure safety, health, and order. The child's role in the home varies from family to family. It is important to establish a comfortable atmosphere in the classroom so that the child can easily share his role within his family.
The school family is defined as teacher, students, and support personnel who have contact with the child during the school day. Members of the school family have responsibility to insure that each child is provided a safe environment in which to learn to his/her full potential. The child's responsibility as a school family member is to follow school rules, maintain a neat work space, take pride in the school grounds, and be a supporting member of the family.
The community family is made up of people who have a vested interest in the growth and development of the child within the community. The responsibility of the community family is to provide guidelines for safety and model responsible citizenship. Rules are necessary in the community family in order to insure safety and consideration of others in the community.
1. Cultural Diversity should be included in unit as opportunity provides.
2. Incorporate phonetic encoding and decoding skills within each lesson when charting
information.
3. Make connections and transfer learning with lessons daily as you review or set the
purpose for the lesson.
4. When reading orally to children use questioning skills to promote critical thinking. What do you think will happen next? What caused that event? How will they solve their problem?
The students should have completed Kindergarten Readiness skills and be a cooperative member of the class family.
I. What is a family?
A. Definition
1. Brainstorm with the class ideas about what a family is to them. Discuss that everyone is a member of a family and that members of a family are called relatives. Chart student ideas. Write the definition of a family for the class.(See background information section.)
2. Read a book from the bibliography about families. Compare and contrast the family in the book with your family.
3. Draw/create family pictures using various art materials. (Mobile, book, quilt, Mural, picture)
4. Read the poem " My Sister and My Brother" by Ruth I. Dowell
" My sister and my brother
(Clap, clap on each line)
Are the children of my mother,
And her husband is our father,
And our mother is the wife
How many people are there in our house, do you suppose?
(Finger on chin, wondering)
If you think you know the answer, put your finger on your nose!
(Finger on nose)"
Source " Social Studies for a Changing World" Grade 1- " People and Neighborhoods" Macmillian/McGraw-Hill School Publishing Company
List the words in the poem naming members of a family. Add names for other Relatives to the list. Read a book from the bibliography and listen for additional relatives' names. Play the singing game "The Family in the Dell" to the tune of " The Farmer in the Dell". Have children form a circle around one child who is the mother or father. The first child chooses another to accompany him or her into the center and names the child as a family member. Continue until each child has joined the circle.
Source "The Family In The Dell", p. 38, Teaching Young Children Using Themes, Kostelnik, Editor Good Year Books, 1991. ISBN# 0-673-46057-6
5. Discuss TV shows about families. List how many children are in each TV family.. Graph the # of children in each student's family. Compare and contrast TV family with the student family size.
1. Larger/smaller
2. More/less
Ask students: Do you think families are larger or smaller than they were a long time ago? Show pictures and photographs of families long ago. Discuss size and compare families today and possible reasons why family sizes have changed.
6. Given construction paper (2 colors- pink for girls, blue for boys) circles, students will draw faces for each family member. Group and glue faces on paper and create an addition fact showing the number of girls plus the number of boys totaling the number of family members. If there are no boys or girls in a family, this will provide an opportunity to introduce the empty set concept.
7. Students will listen to the song "One Big Happy Family". Discuss things that make families happy. Sing the song again and invite students to participate. Using chart paper complete framed sentences with student responses.
Source World of Music, Teacher's Edition Grade 1, Silver Burdette, 1991 p. 170
Families are happy when___________________. Families laugh when______________________.
Then the student will creatively write a story from one of the following sentence starters.
Use the list of family members from Activity #4 to fill in the blanks.
1. My _______ is happy when I ________.
2. I laugh when my _____________.
3. My ________ laughs when I _____________.
4. When my family goes to __________ I'm happy.
8. Read a book from the suggested title list. Review roles each family member had. Student can make a flip book describing their family members and their roles, or students can divide into groups. Each group will decide upon a family member. Student will draw the family member in the middle of the poster and draw pictures or write sentences about things that the family member does.
9. The teacher will play a lullaby tape and ask students- "Have you heard this kind of music before?""How does this music make you feel?" "Why might a mother sing this kind of song to her baby?"
Choose a familiar lullaby and chart it. Then the student will read and learn the song as a poem.
B. Responsibilities- food , shelter, safety , and clothing
1. The student will be given a card and asked to write or draw something they think they must have to live. Group students by alike responses and allow students to brainstorm why their item was important. The teacher will place charts on the board labeled- FOOD, SHELTER, CLOTHING, LOVE/CARE. The student groups will post their responses on the charts and draw conclusions. Then the students will cut and paste pictures from magazines on charts. Then conclude that our families provide these needs for us.
2. Read "The Runaway Bunny" by Margaret Wise Brown. Discuss how the mother rabbit makes the bunny feel.(loved and safe) Have student respond to how does your mom/family make you feel safe. What would your family do if you went to a friend's house and didn't come home? Read the story, "Five Little Ducks". Use activities from the TE to extend the story.
Source Spotlight On Literacy, Read All About It! Grade 1 TE, Macmillan/McGraw Hill, 1997, ISBN# 0-02-181150-4
3. To introduce this lesson , the student will need to bring in his/her family's favorite recipe to class. Student will share orally with the class. Tally student responses on a food pyramid chart. (For Example: Spaghetti=1 tally meat, 1 tally vegetable, 1 tally grain, 1 tally fat) count and total tallies and draw conclusions related to good nutrition modified by the family.
C. Rules
1. Read "Momma Don't Allow" by Thatcher Hurd. This is a Reading Rainbow Book. After reading , brainstorm and chart things that their families do and do not allow at home. Give students sentence strips and let then fill in the blanks. (Ex. Joe's family doesn't allow_________.) Promote critical thinking by asking why doesn't your family allow you to do these things. Define rule as something people should or should not do. Conclude that rules are necessary in the home for safety, health, and order.
Source "Social Studies for a Changing World" Grade 1- "People and Neighborhoods", p.32, Macmillan/McGraw Hill School Publishing Company, 1993 ISBN#- 0-02- 146189-9.
2. Teacher collects and brings to class examples of safety devices used around the home- bicycle helmet, smoke detector, locks, child proof bottles, electrical outlet plugs, telephone. Talk about how these things and other things keep you safe at home. The teacher will write home safety rules on sentence strips. Students will be divided into groups. Each group will select a rule to illustrate on a poster. Teacher will display the rule on a pocket chart and groups will present their posters while the class guesses which rule goes with the poster. Then the rule will be attached to the poster to make a class big book.
II. We are also a part of other families.
A. School
1. State everyone is a part of several types of families. Ask students- "Do you think your class/school is like a family?" "How?" Read the book "Morris Goes To School" (Lobel) . Review definition of a family. In what ways is Morris' class like a family? Each student will make a self portrait to display in the "Our Classroom Family Portrait Gallery".
2. A classroom family is part of the school family. Using a map of the school (transparency), encourage the students to look at map and chart the family members in our school outside the classroom. The teacher and student will then map out a route to take to visit the people in our school. Read the book, "I Went Walking". Tour the school. Make a classroom Big Book- "We Went Walking". Student will illustrate and write about the school family members they saw.
Source: Spotlight On Literacy, Read All About It, Grade 1, Level 1 TE, Macmillan/McGraw Hill, 1997, ISBN# 0-02-181150-4.
3. Review school family by reading classroom Big Book-"We Went Walking". Pair up students and have them select a school family member off the chart to interview. They are to note three main responsibilities that person has and why they are important. Pairs will report information back to the class.
4. Ask for volunteers to role play what a responsible student would look like in class during various situations. Read " Miss Nelson Is Missing" and characterize students who are behaving inappropriately. Why do you think Miss Nelson left? Generate a list of appropriate classroom behaviors and establish or compare them to your classroom rules and note that an orderly environment promotes learning. Teach Rule Rap to students and review it daily.
"Rule Rap"
Respect yourselves and others too.
Keep your hands off what doesn't belong to you.
When you're walking down the hall, Do not bounce from wall to wall. Keep your hands by your side Not on another person taking a ride. Mouth is quiet, look ahead Don't turn around or the teacher you'll dread. When in group, keep your space - Or you'll wind up losing your place.
By Carol Anne Blaich, Henry County Schools
Possible Activity: Explore learning styles of students in your classroom by using a learning styles inventory.
5. The student will play "Mother May I" by using good manner words. Divide students into groups and give them 60 seconds to think of as many good manner words as they can think of. Then list words on a large smiley face chart.
"Mother/Father May I?"
The leader, or "mother/father," stands at one end, while the other players line up beside one another at the other end of the area. (Using a real or imaginary "starting line" helps children know where to begin.) "Mother/father" issues directions to one player at a time. "Greg, you may take (Number of steps)." The child responds: "Mother/father may I?" Mother/father responds: "Yes, you may" or "No, you may not. Take ___ steps instead." Upon receiving a positive response, the designated child follows directions. If the child moves without permission, he or she must return to the starting line. The object of the game is for the player to reach the leader. If the child forgets to say thank you, he must take the same steps backward.
Step Guidelines
Baby step- toe to heel Giant step- as large as possible Banana splits- slide one foot forward as far as possible Fire engines- run until "Mother/father" says "stop" Umbrella step- place forefinger on top of head and spin around once Frog leaps- two-footed jump Bunny steps- one-footed hop
Source: Teaching Young Children Using Themes, Kostelnik, Marjorie J., Good Year Books, 1991, p.49, ISBN# 0-673-46057-6
B. Community
1. Discuss with students that the community is a family.( Partners in Education, emphasize places that meet our needs: grocery store, post office, bank, etc.)
Explain that we are going on a bus trip to see our community and take pictures of places that we go to get the things we need. Review our basic needs as a family and at each stop on the tour take a picture and discuss what need is being met. Using small boxes, student will make a model of places visited on tour. Then sort places on a large floor graph by need met. ( Food, healthcare, materials, etc.)
2. Teacher will invite a guest speaker to address "How to be a responsible citizen?" (Speaker possibilities : Henry Chamber of Commerce, Henry Clean and Beautiful, Mayor, Water Authority...) Student will write Thank You notes to the speaker telling what they will do to be a responsible citizen.
3. Show pictures of various street and community signs. (Stop, red light, handicap, exit, etc.) Ask why are these signs important? Generate a list of additional community rules. Read the "Lorax" or "The Wump World" and discuss what it would be like without rules. Would you feel safe? If you could change any rule which one would you change? Discuss it with a friend. Share change with the class and review how community rules keep our family safe.
Sources: Lorax by Dr. Seuss
The Wump World by Bill Peet
III. Conclusion- Family Fun Festival
Enlist volunteers to help with our "Family Fun Festival". The festival will include five stations for family oriented activities. Volunteer and teachers will operate stations. Students will rotate stations.
The stations will include:
1. Make family t-shirts.
Titled "I'm Thumbody"
Students will use thumb prints to create family, school family and community family. Students will add features to thumb prints to create people in their families.
2. Make scrapbook with three sections.
Family Section- Each student brings in a picture of their family doing something special. Student will write or dictate a sentence about what their family is doing.
School Family- Add class book-"We Went Walking" to the scrapbook.
Community Family- Glue in pictures from the field trip and label them and add a personal comment.
3. Using our buildings from activity #B1, the student will use Legos and blocks to create our community.
4. Listening Center- Student will listen to books, tapes and records related to the family unit.
5. Construct a family tree using various art materials.
Source- "Social Studies for a Changing World" Grade 1- "People and Neighborhoods", Macmillan/McGraw Hill School Publishing Company, 1993, TE p.22.
Communication is a basic component of this unit. Brainstorming activities, discussions, cooperative group projects and oral presentations enhance the students communication skills throughout the unit.
Students will use their problem solving skills by solving problems using graphing activities, sorting and comparing, drawing conclusions from data collected, generating solutions to problem within the family and community, and mapping out a route for a class tour.
Learning connections are made by comparing and contrasting characteristics of families with our own class families, TV families, and families long ago. Students make connections between rules and consequences, personal safety devices and equipment used in the home and their relationship as a member of the school and community family. Home connections will be made by sharing photographs and favorite recipes. A tour of our local community will be included.
The students will have opportunities to draw, cut, paste, paint, and create from a variety of art materials, both individually and as a member of a cooperative group. The students will write creatively to produce original books, posters, songs, thank you notes to speakers and to write captions for scrapbook entries.
1. The student will draw a picture that includes all of their family members and identifies
them by name (mom , dad, etc).
2. The student will be able to draw or write four items to identify the basic needs of family members.
3. The student will compare and contrast safe and unsafe activities around the home or school by illustrations or writings.
4. The student will sort pictures of family members, school family members, and community members and chose one person to describe their role.
5. The student will complete a 10 item multiple choice test with 80% accuracy
Discovery Teachers Guide- Home and School Level 1, George F. Cram Company, Inc.1996 ISBN#0-87448-919-9
Social Studies for a Changing World, People and Neighborhoods, Teacher's Annotated Edition Grade 1, Macmillan/McGraw Hill, 1993 ISBN# 0-02-146189-9
Read All About It, Spotlight on Literacy, Teacher's Annotated Edition Grade 1, Macmillan/McGraw Hill, 1997 ISBN# 0-02-181150-4
Social Studies Video Discs, Primary K-2, The World Around Us, Macmillan/McGraw Hill, 1995
World of Music, Teacher's Edition Grade 1, Silver Burdette, 1991 p. 170 song- "One Big Happy Family"
Teaching Young Children Using Themes, Kostelnik, Majorie J., Editor, Goodyear Books, Scott Foresman, Glenview, Ill. 1991 ISBN#0-673-46057-6
Story Stretchers For The Primary Grades, Raines, Shirley and Canady, Robert J., Gryphon House, 1992, Mt. Rainer Maryland ISBN# 0-87659-157-8
Story Stretchers, Raines, Shirley and Canady, Robert J., Gryphon House, 1992, Mt. Rainer, Maryland ISBN# 0-87659-119-5
Folk Song Carnival, Hap Palmer, Educational Activities Inc. " Hush Little Baby", "All Night, All Day".
Rise And Shine, Raffi, Troubadour Records Ltd., 1982. "Something In My Shoe", "Walk, Walk, Walk", " Five Little Ducks", "Ducks Like Rain".
Singable Songs and More Singable Songs, Raffi, Troubadour Records Ltd.
A Baby Sister For Frances Russell Hogan
A Chair For My Mother Vera B. Williams
A New Coat For Anna Harriet Ziefert
Addy Learns A Lesson Connie Rose Porter
All Kinds Of Families Norma Simon
Amelia Bedelia's Family Album Peggy Parish
An Anteater Named Arthur Bernard Waber
Are You My Mother? P.D. Eastman
Ask Mr. Bear Marjorie Flack
The Berestain Bear Series Stan Berestain
Clifford's Family Norman Bridwell
Daddy Makes The Best Spaghetti Anna Grossnickle Hines
Family Farm Thomas Locker
Five Little Ducks Raffi
Five Minutes Peace Jill Murphy
Gone Fishing Earlene Long
Have You Seen My duckling Nancy Tafuri
I Love My Family Wade Hudson
In Between Virginia Griest
Is Your Mama A Llama? Deborah Guarino
Just Like Daddy Frank Asch
Just Like My Dad Tricia Gardella
Just Me And My Dad Mercer Mayer
Little Grunt And The Big Egg Tomie De Paola
Lorax Dr. Seuss
Love You Forever Robert N. Munsch
Mama, Coming And Going Judith Caseley
Mama Don't Allow Thacher Hurd
Mama, Do You Love Me? Barbara M. Joosse
Me Too! Mercer Mayer
Miss Nelson Is Missing Harry Allard
More More More Said The Baby Vera B. Williams
Morris Goes To School Lobel
My Rotten Redheaded Older Brother Patricia Polacco
The Patchwork Quilt Valerie Flournoy
Peter's Chair Ezra Jack Keats
Pig Pig Rides David McPhail
The Relatives Came Cynthia Rylant
The Runaway Bunny Margaret Wise Brown
Song And Dance Man Karen Ackerman
Stellaluna Janell Cannon
The Terrible Thing That Happened At Our House Marge Blaine
The Wednesday Surprise Eve Bunting
Through Moon and Stars and Night Skies Ann Turner
Titch Pat Hutchins
To Grandmother's House We Go Willo Davis Roberts
Tony's Hard Work Day Alan Arkin
What Will Mommy Do when I'm At School Dolores Johnson
When I Was A Baby Catherine Anholt
Whose Mouse Are You Robert Kraus
Wump World Bill Peet
Austin Road Elementary School Resources
Cotton Indian Elementary Resources
Locust Grove Elementary Resources
Education Center Activity: All of Me
Education center Activity: Family Crest
Content Strand- Communications
A. Reading/Literature
1. Phonetic Awareness- sounds made by each letter of the alphabet, word families.
2. Oral Reading Activity
3. Reading skills- main characters
B. Speaking/Listening
1. Expand vocabulary development, express ideas orally, dramatization and role playing, classroom discussions. 2. Oral comprehension, actively attending to a speaker.
C. Composition/Grammar
1.Fine motor development, cutting, gluing, finger plays
2. Handwriting- form letters, space correctly, write so others can read
3. Top/down Left/right
4. Use age-appropriate vocabulary
5. Creative writing- class books
6. Capitalization of proper nouns and beginning of sentences.
7. Punctuation- period and question marks
D. Research
1. Use magazines and book to locate information
2. Present one's findings in a variety of formats- class/individual books, picture graphs, picture/writing charts, picture/writing posters, oral reports, pictures
E. Universal Themes
1. Respond to a language activity using movement, drama, art
A. Content Strand- Number Sense, Numeration, and Operations
1. Place value to 99
2. Add and subtract one-digit numbers
B. Content Strand- Patterns and Relationships
1. Classify objects by common attribute
2. Read and interpret graphs and charts
Content Strand- Life Processes
Identify basic needs of animals.
A. Content Strand- Cultural Environment
Identify the roles of family members.
B. Content Strand- Natural Environment
Use maps of the school.
Content Strand- Performance/Production
1. Create original and imaginative artworks expressing own ideas and feeling.
2. Paint, paste, draw, model, construct, and cut with art tools and materials.
Content Strand: Performance/Production
Sing on pitch , with appropriate timbre and diction, and maintain a steady tempo.
LA. A1 Expands listening vocabulary.
LA. A2 Follows two and three-part oral directions.
LA. A3 Listens to a variety of language patterns and literary sources.
LA. A4 Interprets the meaning of questions in order to give an appropriate response.
LA. A5 Listens attentively to others.
LA. A6 Understanding words and ideas when heard in context.
LA. A7 Recalls information presented orally.
LA. B1 Expands speaking vocabulary.
LA. B2 Communicates effectively.
LA. B3 Relates experiences.
LA. B4 Uses a variety of language patterns and sentence structures.
LA. B5 Retells stories
Topic/Concept C. Written Communication- Reading
LA. C1 Distinguishes between letter/word, word/sentence, left/right, beginning/ending of words and sentences.
LA. C2 Demonstrates understanding that the purpose of reading is to obtain/to gain meaning from print.
LA. C3 Expands reading vocabulary.
LA. C4 Rereads for understanding.
LA. C5 Recognizes explicit main ideas, details, sequence of events and cause-effect relationships.
LA. C6 Recognizes implicit main idea, details, sequence of events and cause-effect relationships.
LA. C7 Makes predictions.
LA. C9 Interprets the meaning of questions in order to give an appropriate response.
LA. C10 Interprets syntactic and semantic relationships.
LA. C11 Classifies and categorizes words.
LA. C14 Uses words families and sound-letter relationships of consonants and single vowels in word recognition.
LA. C15 Identifies grade-level vocabulary words by sight.
LA. C16 Recalls a series of four visually presented items.
Topic/Concept D. Written Communication- Writing
LA. D1 Participates in prewriting, drafting, revising and publishing.
LA. D2 Begins editing for capitalization and punctuation.
LA. D3 Expands writing vocabulary.
LA. D4 Dictates and writes creative stories using descriptive language.
LA. D5 Uses pictures, words and inventive spelling in personal writing.
LA. D6 Expresses ideas in sentence form.
LA. D7 Prints letters and numerals legibly.
Topic/Concept E. Literature
LA. E1 Experiences traditional and contemporary literature through a variety of media.
LA. E3 Answers literal, inferential and critical questions about literature.
LA. E6 Identifies the traits, feeling and/or actions of main characters.
LA. E7 Responds creatively to literature.
LA. E8 Recognizes that literature reflects human experiences.
Topic/Concept F. Reference and Study Skills
LA. F2 Uses easy fiction books, nonfiction books and various audio-visual software as information sources.
Topic/Concept A. Concept
M A1 Selects elements (concrete objects) belonging or not belonging to a given set.
M A2 Recognizes equivalent and nonequivalent sets.
M A5 Recognizes, writes and orally names numerals 0-99.
M A10 Identifies numerical relations (greater than, less than, equal to) of numbers 0-99 and sequences numbers in ascending order.
M A12 Uses appropriate mathematical symbols: +, -, =.
M A 25 Explores addition and subtraction with words, pictures and concrete models, particularly sums to 18 and related differences, and multiples of ten.
Topic/Concept C. Problem Solving
M C40 Organizes elements of sets according to characteristics such as use, size and shape.
M C43 constructs simple graphs using concrete objects, blocks or squares.
M C44 Interprets data by reading bar graphs and pictographs using whole unit data.
Topic: Life
GS L11 Living Things- Recognizes basic needs of most living things
Process: Observation
Descriptor: compare common needs between a plant and animal ( such as sunshine, air, food, and water)
GS L14 Human Body-Uses senses to sort and classify colors, shapes, sizes, sounds, tastes, odors, textures and temperatures.
Process: Observation/Communication
Descriptor: Categorizes objects according to color, shape, size, sound, taste, odor, texture and temperature, using the five senses.
GS L21 Describes ways to assume responsibility for personal environment
Process: Observation/Communication
Descriptor: List personal tasks necessary for maintaining the immediate environment, such as tidiness of work area, personal hygiene, noise control and care of property.
GS L22 Reference Skills- Uses primary encyclopedia, pictures books, magazines and other media to identify information or illustrations related to science concepts.
Topic/Concept A. Safety
HS A4 Demonstrates safety rules that protect pedestrians and bicycle riders.
HS A5 Demonstrates ways to prevent dangerous situations in the home.
HS A7 Identifies certain traffic signs and demonstrates the meaning of each.
HS A8 Reports all emergencies to an adult.
HS A12 Uses picture books, magazines, and nonprint materials as sources of illustrations of safety concepts.
Topic/Concept B. Nutrition
HS B13 Recognizes reasons people need food.
HS B16 Organizes foods into basic groups (meats, dairy products, cereals and fruits/vegetables)
Topic/Concept C. Personal Health
HS C18 Describes the importance of rest and sleep.
HS C19 Identifies reasons for keeping clean and well-groomed.
HS C21 Uses picture books, magazines, and nonprint materials as sources of illustrations and information about personal health.
Topic/ Concept A. The Individual, Families, Our Country
SS A1 Demonstrates evidence of developing a positive self-concept.
SS A2 Identifies how individuals are alike and how they are different.
SS A3 Identifies different feelings the individual experiences (happiness, sadness, joy, fear)
SS A4 Identifies how family units are alike and how they are different.
SS A5 Lists the roles and responsibilities of family members.
SS A6 Identifies that families have needs and wants.
SS A7 Discusses rules of the family unit.
SS A8 Describes some events and customs which are practiced by family, school, state and nation.
SS A10 Identifies examples of basic needs and wants of families.
SS A11 Names the local community.
SS A12 Identifies the need for rules in the school and community.
SS A13 Describes the roles of community helpers (mailman, butcher, firefighter, bus driver,etc.)
SS A15 Describes the various jobs that school age children perform at school and in the home.
SS A16 Describes that individuals have a variety of jobs and the benefits of division of labor.
SS A17 Explains how families use barter to satisfy their basic needs and wants.
SSS A1 Acquires information through reading, listening, and observing.
SSS A2 Uses various print and non-print reference sources to locate information about social studies topics.
SSS A3 Develops a class or small group list of questions and seeks answers from a school or home population.
SSS A4 Matches written concepts to pictorial representations.
SSS A5 Constructs and uses simple graphs and charts, e.g., bar, line, and circle graphs.
Evaluating Information
SSS A7 Explains why certain words, pictures or ideas are grouped together.
SSS A8 Discusses the main idea of a passage read in class.
SSS B10 Recognizes and states a problem related to appropriate activities.
SSS B11 Frames productive questions related to the topic.
SSS B12 Identifies several ways to solve a problem.
SSS B13 Identifies best source(s) to answer given questions.
SSS B14 Chooses appropriate solutions to a problem.
SSS B15 Makes decisions and identifies the consequence(s) of choices.
SSS C16 Assumes leadership roles in accomplishing tasks.
SSS C17 Participates in a small group as a follower.
SSS C18 Exercises self-discipline while participating in classroom activities.
SSS C19 Demonstrates responsibility for one's actions.
Symbols and Keys
SSS E29 Explains that a map is a drawing of a particular location, e.g., classroom, neighborhood.
PE B4 Demonstrates skill in basic locomotor actions, such as creeping, walking, running, skipping, hopping, jumping, sliding, galloping, leaping.
PE B12 Creates and participates in simple games and rhythmical/spatial compositions.
PE B14 Demonstrates how to compete; cooperate; succeed; deal with frustrations; lead; follow; become responsible, expressive, creative and skilled.
D B3 Acquires or refines additional movement skills: transfer of weight, starting and stopping, changing direction, isolations, jumping and landing, turning, balancing and simple combinations of movements.
D B8 Participates in a simple singing games and folk dances.
D C9 Explores thoughts, ideas and feelings through movement.
D C10 Forms and performs simple combinations of movement that convey thoughts, ideas, or feelings.
VA B8 Creates artworks from imagination and from real experiences.
VA B12 Creates drawings using a variety of lines and shapes.
VA B18 Explores simple printmaking processes using geometric and nongeometric shapes.
VA B19 Demonstrates proper care and safe use of art tools and materials.
DR A1 Responds to sensory and emotional experiences.
DR A2 Uses imagination in dramatic activities.
DR A3 Demonstrates through dramatic activities increased self-confidence and self- awareness.
DR A4 Uses voice and speech to explore thought, feeling and role in dramatic activities.
DR A6 Uses language to enact and to comment on personal experience.
DR B7 Joins with and respond to others in dramatic activities.
DR B8 Assumes roles in dramatic activities.
DR B11 Recognizes that people in stories and in life have problems.
GM A1 Listens and responds to music.
GM B12 Participates in singing games and musical dramatizations.
GM E23 Participates spontaneously and creatively in music activities.
V2 The student selects an adjective which completes a definition presented in the context of a written sentence.
V3 The student selects a noun which completes a definition presented in the context of a written sentence.
V4 The student selects a verb which completes a definition presented in the context of a written sentence.
Word Attack
R WA1 The student selects a picture to match to an unfamiliar word by using contextual clues.
Pictures
R P1 The students selects a word to complete a sentence, using a picture clue.
Stories
R S1 The student identifies a character's action in a written passage.
R S2 The student draws a conclusion from details in a written passage.
R S3 The student recognizes a reason for a character's action in a written passage.
R S4 The student recognizes the implied main idea of a written passage.
R S5 The student identifies a character's emotions in a written passage.
R S6 The student recognizes a character trait of a character in a written passage.
R S7 The student identifies a detail in a written passage.
R S8 The student recognizes a character's feelings in a written passage.
R S9 The student recognizes a cause and effect relationship in a written passage.
L 12 The student selects a picture depicting the first sequential action of oral directions being followed.
L 15 The student selects a picture depicting a conclusion drawn from an oral passage.
Using oral and pictorial clues.
SS 2 The student selects a picture depicting a public service.
SS 3 The student selects a picture depicting a need met in families.
SS 6 The student selects a picture depicting an activity necessitating rules.
SS 7 The student selects a picture depicting helping in the neighborhood.
SS 9 The student selects a picture depicting the reason for a rule.
SS 10 The student selects a picture depicting a social group.
SS 16 The student selects a common neighborhood locational sign.
SS 18 The student selects a picture depicting one aspect of good citizenship.
SS 21 The student selects a picture depicting a learned behavior.
SS 22 The student selects a sign depicting a law.
SS 24 The student selects a picture depicting sharing.
SS 25 The student selects a picture depicting a worker who helps others satisfy a basic need.
SS 30 The student selects a picture depicting the importance of rules.
M CON11 The student selects the number sentence that is true.
M CON25 The student identifies the set having one more member that a given set.
M P7 The student reads data presented in a pictograph.
M P8 The student interprets data presented in a pictograph.
M P9 The student compares data presented in a pictograph.
M Comp4 The student recalls the sums of an addition fact, presented horizontally.
S 7 The student recalls food groups.
S 16 The student identifies the two objects which demonstrate a specified relationship.
S 17 The student identifies a was to warn people that a substance is not safe.
S 30 The student identifies clothing worn for protection.
Identify National Standards addressed in this unit
