grade 1, quarter 3, topic 1 map it or measure it! science...

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Grade 1, Quarter 3, Topic 1 : Map It or Measure It! SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK THIRD QUARTER SOCIAL STUDIES: Traditions/U.S./Economics (money/spending) SCIENCE: Physical Science—measuring, describing objects OVERVIEW: The focus of this quarter is to learn about the characteristics and symbols related to the mapping, American patriotism, culture, and economics of the city community and the United States.

Topic 1: Map It or Measure It Topic 2: I Am an American Topic 3: Work Hard for the Money CONCEPT: SYMBOLS- Symbols are easily recognizable images that have meaning in our lives. Many specific symbols are connected to our traditions, culture, and country.

Possible Learning Experiences for Developing Conceptual Understanding Explain that companies and organization use symbols to help identify the type of company organization they are and the product they sell. Show several commercial symbols such as: the golden arches of McDonalds and the big red K of Kmart. Have students describe how the symbols make them feel and what they think about when they see the symbols. With the class, brainstorm a list of symbols your students have seen throughout the community. Allow them to explain how the symbol makes them feel when they see it. Show students a picture of the bald eagle. Tell students that the bald eagle is the symbol for the United States; also explain that they will learn a lot about symbols in the world around them. Additional Experiences:

1. Place students in learning groups. Allow each group to design a flag or symbol using assorted materials that will represent their group. Have them name their group based on the symbol they created. Be prepared to share to the flag or symbol with the group. (You may want to make a class flag to display outside your classroom door.)

2. Have the students demonstrate by writing or drawing at least one or two symbols that represent their family, church, or school. Share what each symbol means and a sentence describing the symbol under each.

3. Walk around the school building. Observe and record at least five symbols you see. Discuss with your learning Club why we used these symbols and what they make you think of. Be ready to share with others.

4. Have students select one of the objects from the table that describes the kind of person they are. Tell their earning club why that item describes you. Design or create a name for your learning club that will have all of the qualities described.

Essential Understandings: 1. There are maps and globes that help us understand where places are in our country and around the world. Maps and globes help us locate bodies of water

and land masses.(SS1.1, 2.4) 2. A globe is a model of the earth. It is a map that is in the shape of a ball. It shows areas of water indicated by the color blue and also land masses/continents

indicated by the colors green or brown. (SS1.1, 2.4) 3. Maps and globes use the letter symbols of N for north, S for south, E for east, and W for west. (SS 2.3) 4. A map is a drawing that shows how an area looks from above. A map has shapes that stand for the objects/places in that location. You can determine

distances by measuring using units of measure on the map key. (SS1.1, 2.4, PS1.1)

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Grade 1, Quarter 3, Topic 1 : Map It or Measure It! SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK Cross Curricular Connections

TECHNOLOGY (Reflects National Education Technology Standards – NETS)

ART • On a large sheet of paper make a collage out of magazine pictures of different landforms found in the

U.S. • Cut out lakes, oceans, hills, and mountains to make a key for a map of Oklahoma. (SS 1.1, 2.4, Arts

1.2) • Cut out large shapes of blue to represent oceans, lakes, and rivers. Shapes of green to represent hills

and woods. Shapes of brown to represent mountains and plains. Arrange the shapes on the floor to create a map. Talk about what each shape represents.

• Have pairs of children work together to draw a map key, including the appropriate symbols to represent items on the map. Next, have children take turns giving one another directions to find places on the map, such as point to the hills or touch an ocean. (This activity can be used with a floor map of the United States) (SS 1.1, SS 2.4)

MUSIC

• Teach the song “This Land is Your Land “. Discuss the landform described in the song. (M2.1, M1.1)

• Students use technology tools to enhance learning, increase productivity, and promote creativity. (NETS 3)

• Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works. (NETS 3)

• For sample maps go to: http://www.nationalgeographic.com/maps/

PHYSICAL EDUCATION / HEALTH & WELLNESS • Post the cardinal directions on the walls of a large room. Line students against the wall. When a cardinal direction is called, the class must hop in that direction until they are told to

freeze. Continue playing in this way. Vary the way you have students travel to their area when directions are called. Have students jump to the south side of the classroom, Have students hop to the north side of the classroom. (PE 4.2 ) (SS 2.3)

• Play a game of “ I Spy”, with a new twist. Have students stand in the center of a large space. Then say,” I spy a ball north of the book case.”Whoever finds the object first is the winner and the new caller. Continue the game in this way until all children have had an opportunity to locate an object or be a caller. (SS 2.3)

Be sure to have procedures in place before engaging in this activity. COMMUNITY GUIDELINES & LIFESKILLS

Mutual Respect Pride Resourcefulness Caring Effort

ESSENTIAL UNDERSTANDINGS 1. There are maps and globes that help us understand where places are in our country and around the world. Maps and globes help us locate bodies of water and land

masses. (SS 1.1, 2.4) 2. A globe is a model of the earth. It is a map that is in the shape of a ball. It shows areas of water indicated by the color blue and also land masses/continents indicated

by the colors green or brown. (SS 1.1, 2.4) 3. Maps and globes use the letter symbols of N for north, S for south, E for east, and W for west. (SS 2.3) 4. A map is a drawing that shows how an area looks from above. A map has shapes that stand for the objects/places in that location. You can determine distances by

measuring using units of measure on the map key. (SS 1.1, 2.4, PS1.)

For learning experiences refer to TRIBES book, Tools for Citizenship & Life, and/or Teacher Resources page of TPS website.

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Grade 1, Quarter 3, Topic 1 : Map It or Measure It! SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK

Students will: • Introduce the concept of map and globe to your students by using an

orange. Tell students that a globe is a model of the earth. It has a North and South Pole. Use blue, green, and brown markers to color in areas as you discuss the key points. The blue parts of the globe show the amount of water on the earth; the green parts of the globe show the amount of land (Have a globe present to refer to key points). The earth spins or rotates. When this happens, we have one day. Peel the orange. Make sure you keep the peel in one piece. Then say “A map is flat and shows an area of land from above. It also shows physical features such as cities, road, etc. Press the orange peel down on a hard surface so your students will be able to see that the flat peel. Using a Venn diagram label the first circle “Globe” and the second circle “Map”. Have students give you some facts about a globe and map that are different. In the center of the Venn, place facts that the globe and the map share.

• Give students a copy of a map of the classroom. Have students identify and name objects and areas located on the class map. Allow students to color in the objects they find on the map. Once the map is colored help students create a simple key on the bottom of the map. (SS 1.1, 2.4, PS1, SS 2.3)

• Using a raised-relief globe, ask children to touch places that are water and places that are land. Then have students use their sense of touch to find high, pointy mountains and smooth, flat plains. (SS 1.1, SS 2.4)

• Display a map of the school. Invite students to identify the carnal directions and a place on the map where they have had an interesting experience. Allows students to share their experiences with the class. As a class, create symbols for a legend or map key. (SS 1.1, SS 2.4)

• Display a map of the United States. Help children identify lakes, rivers, oceans, mountains, plains, and hills. ( SS 1.1, SS 2.4)

• Set up a map museum. Place different kinds of maps on a table. Invite partners to look at a map together and locate the map key. Discuss what the different symbols may stand for. Have children take turns finding and naming land and bodies of water. (SS 2.3)

• Have a treasure hunt on the playground. Spray paint gold rocks for treasures. Hide the rocks on the school playground. Provide students with a map which includes a

key. Encourage the students to find as many gold rocks as possible. (SS1, 2.4, PS1, SS 2.3)

• Invite an airplane pilot to visit the class as a guess speaker. Ask him to explain or demonstrate how the earth looks from the sky. After the presentation, have students illustrate how the world looks from the sky. Allow students to have a gallery walk to display their work. (SS 1.1, 2.4, SS 1.1, 2.4, PS1.)

• Here is a new twist to the old game of Simple Simon. Add cardinal directions to your Simon Says game. Give students directions to follow by saying “Simon says turn north. Simon says hop south. Simon say skip towards the east. Allow the students to be Simon but they must use cardinal directions.

• Read the story “The Gingerbread Man” to your class. Draw a map of his travels and let the students try to follow the story as you read. After you read the story, let the students help you draw a map including symbols for a key to support the map. (SS1.1, 2.4)

• “Pin the Tail on the Globe”! Give each student a sticker and make sure he/she is blindfolded. Using the classroom globe, spin the globe and allow the student who is blindfolded to place his/her sticker somewhere on the globe, after the globe stops spinning. The student must name the place where the sticker is placed.

• Allow students to learn cardinal directions by looking at the sun. Take students out side to look at the sun, Help students understand that the sun rises in the east and set in the west. (The west will be on their left side and the east on their right side). Then tell students which way is north and which way is south. (SS 2.4)

• With the class, draw a safety map on a large sheet of construction paper. Be sure to include the location of all exits, fire alarms, extinguishers, and the place where your class should meet on the playground. Have students take their maps home and discuss the safety procedures with their parents.

• Allow students to create a fun desk map. . With shaving cream, have students draw a large compass (like the one below) on their desk top. Then give directions, such as find north on your desk and draw a school, locate west on your desk and draw a dog. Continue until the class locates all four directions. (SS 2.4)

Possible Learning Experiences for Guided Practice / Independent Practice / Small Group Work Emotional Hook/Engagement----------Common Group Experience----------Real World Involvement Place several objects around the classroom such as; a toy doll, truck, plant, etc. Tell students that you are looking for several items, but you need help finding them. Call on students to direct you to each of the items. Then tell students that there is a faster way to help someone find a place, item, or area. Show students a map and a globe. Ask students to tell you what they know about maps and globes. Record their answers on a KWL chart. Then ask students to tell you what they would like to know about maps and globes. . Record their responses on the chart under Want to Know. Explain to the class that they will learn information about maps and globes through out the quarter. Revisit the KWL chart at the end of the unit and record what the class has learned. Record what the class has learned at that time.

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Resources/Materials BOOKS

• Which Way to the Revolution? : A Book About Maps (1998) by Bob Barner. Holiday House • Are We There Yet, Daddy? (1999) by Virginia Walters; illustrated by S.D. Schindler. Viking • Me on the Map (1996) by Joan Sweeney; illustrated by Annette Cable. Crown • As the Roadrunner Runs : A First Book of Maps (1994) by Gail Hartman; illustrated by Cathy Bobak. Bradbury Press; Maxwell-Macmillan Canada; Maxwell-Macmillan International. • Maps and Symbols (1999) by Angela Royston. Raintree Steck-Vaughn • Maps and Mapping (2004) by Deborah Chancellor. Kingfisher • Mapping Penny's World (2000) written and illustrated by Loreen Leedy. Henry Holt • My Map Book (1995) by Sara Fanelli. HarperCollins Publishers • As the Crow Flies : A First Book of Maps ( 1991) by Gail Hartman; illustrated by Harvey Stevenson. Bradbury Press

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Assessment Opportunities Can the student:

• Name the four cardinal directions? • Define cardinal directions? • Use cardinal directions to locate places on a map? • Locate bodies of water, land masses , the United

States, local neighborhood, community using a map and globes? • Understand that a map shows how land looks from above? • Understand what a symbol is on a map?

Teacher Notes:

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Grade 1, Quarter 3, Topic 2 : I Am An American SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK

FIRST QUARTER SOCIAL STUDIES: Traditions/U.S./Economics (money/spending) SCIENCE: Physical Science—measuring, describing objects OVERVIEW: The focus of this quarter is to learn about the characteristics and symbols related to the mapping, American patriotism, culture, and economics of the city community and the United States. TOPIC 1: TOPIC 2: I am an American CONCEPT: SYMBOLS: Symbols are objects or pictures that stand for something real that has meaning in our lives. Many specific symbols are connected to our traditions, culture, and country.

Possible Learning Experiences for Developing Conceptual Understanding • Throughout the unit, the teacher should help the students make the connection to the concept of symbols. • With a digital camera, take pictures of five symbols seen through out the community. (Include a flag, the golden arches of McDonalds, The statue of the Tulsa Driller, the

Kmart ‘s K logo, etc,) give each learning club a picture. Each group must name their symbol. After every learning club as identified and named their symbol, lead students into a discussion about the importance of symbols and how they are connected to many traditions , cultures and countries. ( L)

TOPIC #2: I Am An American Standards Addressed: Standard 3: The student will analyze the human characteristics of communities. 3.2 Recognize and learn about patriotic traditions and activities (e.g., the reciting of the Pledge of Allegiance and the singing of the “Star-Spangled Banner).

3.3 Identify traditionally patriotic symbols associated with the United States (e.g., the flag, the bald eagle, and monuments).

3.5 Identify the events and people associated with commemorative holidays, such as Flag Day, Independence Day, Labor Day, Veteran’s Day, and Thanksgiving.

Essential Understandings: 1. Americans have traditions, holidays, and celebrations that are unique to living in the United States. Many American traditions help us remember people from the past and events from the past. Some of those traditions and celebrations include Independence Day (Fourth of July), Thanksgiving (beginning settlement in America), President’s Day (celebration of famous presidents), Martin Luther King Jr. Day (recognition of famous American), and Memorial Day and Veteran’s Day (recognition of Americans who serve in armed forces/wars) and Flag Day (honoring our country and flag), and Columbus Day (recognition of the voyage to the Americas).(SS 3.5, 3.2) 2. Symbols such as the United States flag, bald eagle, national monuments, Statue of Liberty, presidential portraits, and liberty bell are recognizable as part of American culture.(SS 3.3) 3. As Americans we often demonstrate our pride for our country by participating in the Pledge of Allegiance and singing national songs such as the Star Spangled Banner. We honor other Americans in ceremonies, parades, and with national monuments to recognize their contribution to our country. (SS 3.2)

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Grade 1, Quarter 3, Topic 2 : I Am An American SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK Cross Curricular Connections


ART • Have a diversity feast. Invite parents and community leaders to come to your

classroom and share information about their culture. Ask each guest to bring an artifact that can be placed on the museum table in your classroom. (Arts 2.1, 2.3)

• Invite each guest to sign their name on a “Wall of Fame” or a guest registration book. (Arts 2.1, 2.3)

• Invite students to design a flag using an array of materials. Discuss the use of lines, shape, and color. Have students share their finished flag with the class. Students may place their flags on display or have a flag parade for all to see! (Arts 1.2)

MUSIC • Learn and sing patriotic songs. Allow students to sing alternate lines soft and loud.

Record the songs on a cassette tape or CD and place the CD in the music center or share your work with the Kindergarten class. (Music 1.3, 2.1)

• Allow students to visit the Veteran’s Virtual website. They can view the Vietnam Memorial in Washington D.C. Access the following web site

Tom's Picture Place (Home) (http://member.aol.com/tjdewey/) • Access the website below to receive more ideas about citizenship and symbols: Ben's Guide (K-2): Symbols of US Government -- The Pledge of ...

http://bensguide.gpo.gov/k-2/symbols/pledgeallegiance.html

PHYSICAL EDUCATION / HEALTH & WELLNESS • Place a huge compass rose, made out of tape, in the center of the gym floor. Make a hand held compass by marking a small index card with the cardinal directions.

Fasten a brad to the center of the index card. Place a paper clip between card and the fastener. Secure the fastener. The paperclip will act as a pointer. Once your compass is complete with spinner, spin your pointer and call out where the pointer lands. Students must run to that side of the room and retrieve an item. Then return to the designated area. (P.E. 3.3)

COMMUNITY GUIDELINES & LIFESKILLS

Pride Mutual Respect Friendship Effort Caring

ESSENTIAL UNDERSTANDINGS

1. Americans have traditions, holidays, and celebrations that are unique to living in the United States. Many American traditions help us remember people from the past and events from the past. Some of those traditions and celebrations include Independence Day (Fourth of July), Thanksgiving (beginning settlement in America), President’s Day (celebration of famous presidents), Martin Luther King Jr. Day (recognition of famous American), and Memorial Day and Veteran’s Day (recognition of Americans who serve in armed forces/wars) and Flag Day (honoring our country and flag), and Columbus Day (recognition of the voyage to the Americas). (SS 3.5, 3.2)

2. Symbols such as the United States flag, bald eagle, national monuments, Statue of Liberty, presidential portraits, and liberty bell are recognizable as part of American culture. (SS 3.3)

3. As Americans we often demonstrate our pride for our country by participating in the Pledge of Allegiance and singing national songs such as the Star Spangled Banner. We honor other Americans in ceremonies, parades, and with national monuments to recognize their contribution to our country. (SS 3.2)


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• Read the book The Pledge of Allegiance by Marc Tyler Nobleman. Discuss the meaning of the pledge then allow students to illustrate what they think the Pledge means to them. Teach your students the pledge in sign language. Allow students to sign the pledge to Veterans at a local retirement home.

• With your class, create a classroom pledge. Share with students that a pledge is a solemn binding promise to do, give, or refrain from doing something. Make sure students incorporate the LIFESKILLS as a way to demonstrate Mutual Respect and Citizenship. For example, I pledge an allegiance to my class that I will use the LIFESKILL of_________. Students could recite their class pledge after they recite our country’s pledge. This will foster school and country pride. (SS 3.2)

• Teach your class the song “America the Beautiful”. Then type or write each line of the song onto a sheet of construction paper. Give each student a page to illustrate. Compile the sheets to create a patriotic song book. Place the class book in the school’s library for all to read. (SS 3.2)

• Invite a Boy Scout troop leader or a member of the ROTC Academic to your class on or before Flag Day to discuss the importance of the flag. Encourage the presenter to discuss the following; the flag colors, why do we salute the flag, how do we fold the flag and who created the first American flag and why? (SS 3.5, 3.2)

• Invite students to design a flag. Allow students to discuss lines, shape, color and pattern and symbols they will use to design their flag. Provide students with an array of materials. Students must share their finished flag with the class. (SS 3.2)

• Have students contribute to an “America the Beautiful” bulletin board. Allow students to bring in pictures that depict why America is beautiful. Post the pictures on the bulletin board with a statement describing it. (SS 3.5, 3.2)

• Have students cut out magazine pictures that depict people demonstrating good citizenship. Compile pictures in a scrapbook and place in the class library. (SS 3.5, 3.2)

• Take digital pictures of your students demonstrating good citizenship. Place their picture in the weekly class newsletter. Have several classmates write a sentence or two explaining why the featured student is a good citizen. (Note- This is a great activity for Citizenship Day celebrated on September 17) (SS 3.5, 3.2)

• Have students compile a book of patriotic symbols. Assign each learning center a symbol. Allow students to use any medium to create their symbol to add to the book.

(SS 3.3)

• Encourage students to have a display table of different patriotic symbols. Select several students to write about each symbol on display. (SS 3.3)

• Discuss the meaning of colors in the flag. Red represents the entire country and stands for courage. White stands for purity and liberty forever. Blue stands for loyalty. (SS 3.3)

• Discuss that traditions are ways people in a group have done things for many years. Discuss some of the traditions that you and your family share. Encourage your students to share their tradition and list them on chart paper or on your classroom board. Tell the class that America has many traditions that we celebrate. Hold up the symbol card. Allow students to try and identify the symbol and name the tradition. See appendix for symbol cards. (SS 3.3)

• Ask students if they know what the state bird is? Explain that just as our state has a state bird (Scissortail Flycatcher) as one of its symbols, our nation has a symbol, the bald eagle. Just 25 years ago the bald eagle, our national symbol, was in danger of extinction throughout most of its natural habitats. It has made a tremendous comeback. Its population has greatly improved in numbers in recent years, partly due to federal laws enacted to protect the bald eagle. Have students bring in pictures, articles, or any artifacts about bald eagles. Add all artifacts to a museum table. (SS 3.3)

• Have the bald eagle as a mascot for two weeks. Place a stuffed bald eagle in a decorative box. Each student will have the opportunity to take the eagle home for an overnight stay. Instruct students that they must find an eagle fact to share with the class. Students may use many sources to obtain information, such as a book, newspaper, or Internet. Record all the eagle facts you received from the children on a Post–it note. Place the notes on a “Fantastic Facts about Eagles” board. (SS 3.3)

• Invite a ranger or naturalist from a state park to speak to the class either at the site or in the classroom. Ask him to share information about the eagles that nest in the park. Be sure he shares information about when they arrive and when they leave the park. (SS 3.3)

• With your class, use the state map of Oklahoma to find and label suitable habitats for bald eagles. Highlight them on the map. As a class, make a key for the map. (SS 3.3)

• Read the story In 1492 by Jean Marzollo (Scholastic, 1991) about Christopher Columbus. After reading this rhyming text, invite students to imagine they traveled with Columbus. Have the students illustrate the items they took with them on this exciting journey. (SS 3.5, 3.2)

• Have students create a map of Columbus’ travel. Let students work in groups to complete the task. Allow students to share their map with the class. (SS 3.5, 3.2)

• Compile a “Proud to be an American” book. Allow students to write a sentence about why they are proud to be an American. Take a picture of the students with a digital camera and posted it next to their “pride page”. In February put the books on display in your schools library. Contact the main branch library or a library in your community. Ask if they would be willing to put student-made books on display. Your class will really feel a sense of pride! (SS 3.5, 3.2)

• Read the story Martin Luther King Day by Robin Nelson to your class. Discuss the LIFESKILLS Martin used in his life. Ask students to think of other ways Martin was a good citizen. As students share, write their responses on a lima bean-- one response per bean. Tell students that they are going to plant good things in their classroom like Martin planted good things in the world. Plant the beans in a clay pot and dirt. Place near a window. Label the pot, “We are growing into great citizens”. (SS 3.5, 3.2)

Possible Learning Experiences for Guided Practice / Independent Practice / Small Group Work • With your class, generate a list of things that make their class special. Included in this list should be their talents, gifts and their daily use of the LIFESKILLS. Have students

select a symbol that represents them based on the generated list. Create a class flag which includes the class symbol and class name. Direct students to the United States flag of America. Explain to the class that the United State’s flag is a symbol of our country in the same way their flag is a symbol of their class. Share with the students that they will learn about other symbols and their country- the United States of America.

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Resources and Materials BOOKS

• Uncle Sam and Old Glory : symbols of America, (2000) by Delno C. West and Jean M. West • Woodcuts by Christopher Manson; Antheneum Books for Young Readers • O, Say Can You See? : American Symbols and Landmarks (2004) by Sheila Keenan; Illustrated by Ann Boyajian. Scholastic Reference • The Liberty Bell (2003) by Debra Hess. Benchmark Books • Star-Spangled Crafts (2003) by Kathy Ross; Illustrated by Sharon Lane Holm. Millbrook Press • I Pledge Allegiance: The Pledge of Allegiance With Commentary (2002) by Bill Martin, Jr. and Michael Sampson, Illustrated by Chris Raschka, Candlewick Press • The Fourth of July (2004) by Debra Hess. Benchmark Books • The Pledge of Allegiance (2003) by Marc Tyler Nobleman. Capstone Press • America the Beautiful (2003) by Wendell Minor, poem by Katherine Lee Bates. G.P. Putnam's Sons • The Flag Maker (2004) by Susan Campbell Bartoletti, Illustrated by Claire A. Nivola. Houghton Mifflin • Thanksgiving Is-- (2004) by Gail Gibbons. Holiday House • Our National Holidays (2002) by Patricia J. Murphy. Compass Point Books • Memorial Day (2000) by Helen Frost. Pebble Books • Independence Day (2000) by Helen Frost. Pebble Books • Let's Celebrate Presidents' Day (2001) by Peter and Connie Roop, Illustrated by Gwen Connelly. Millbrook Press • Let's Get Ready for Martin Luther King Jr. Day (2003) by Lloyd G. Douglas. Children's Press • Let's Get Ready for Earth Day (2003) by Lloyd G. Douglas. Children's Press • Flag Day (2002) Jason Cooper. Rourke Publishers • Cinco de Mayo (2003) by Mary Dodson Wade, Consultant, Nancy R. Vargus. Children's Press • Let's Get Ready for Memorial Day (2003) by Lloyd G. Douglas. Children's Press • Martin Luther King, Jr. Day (2002) by Robin Nelson. Lerner Publications Co. • Independence Day : Birthday of the United States (2001) by Elaine Landau. Enslow Publishers • ABC USA (2005) Illustrated by Martin Jarrie. Sterling

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• Identify and name at least three national symbols?

• Identify and name at least three national holidays?

• Demonstrate pride by listing ways they can honor America?

Teacher Notes:

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Grade 1, Quarter 3, Topic 3 : Work Hard for Your Money SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK

FIRST QUARTER SOCIAL STUDIES: Traditions/U.S./Economics (money/spending) SCIENCE: Physical Science—measuring, describing objects OVERVIEW: The focus of this quarter is to learn about the characteristics and symbols related to the mapping, American patriotism, culture, and economics of the city community, and the United States.

Topic 1: Map It or Measure It Topic 2: I Am an American Topic 3: Work Hard for Your Money CONCEPT: - Symbols are easily recognizable images that have meaning in our lives. Many specific symbols are connected to our traditions, culture, and country. Possible Learning Experiences for Developing Conceptual Understanding Throughout the unit, the teacher should help the students make the connection to the concept of symbols.

Display several toy hats, such as fireman, construction worker, mailperson, police office, or soldier. Ask students what they think about when they see each hat. Tell students that the hats are symbols because they represent jobs and people found in our community. Explain that they will learn about people who work in our community and the world around us. (If you don’t have hats for this activity, feel free to use pictures or words)

TOPIC #3: Work Hard for Your Money Standards Addressed:

Standard 5: The student will understand basic economic elements found in communities. 5.2 Identify ways people in the neighborhood/community earn money (e.g., match pictures or simple descriptions of work people do with the names of the jobs). 5.1 Describe how people get their basic needs of food, clothing, and shelter (e.g., make/grow their own, trade with others for what they need, and earn money to buy the things they need).

*Refer to GROWING WITH MATHEMATICS to connect the standards below for math connections in Topics: 1, 2, 3

Standard 4: Geometry and Measurement: The student will use geometric properties and relationships to recognize and describe shapes and use measurement skills to tell time, identify money and develop calendar concepts. 4.2 b. Identifies and names the value of pennies, dimes, nickels, and quarters

Essential Understandings: 1. People work at different kinds of jobs in a community. Each job has different responsibilities, different tools, and different ways of contributing to the community.(SS 5.2) 2. People earn money by working in and around the community at a variety of different jobs. The money earned is used to help them meet their basic needs and sometimes

buy things they want. (SS 5.1) 3. American money is in the form of coins and currency. The names of the coins are penny, nickel, dime, and quarter and sometimes dollar. ( M. 4.1) 4. Each American coin is worth a particular amount when trading or buying something. A penny equals 1 cent, a nickel equals 5 cents, a dime equals 10 cents, and a quarter

equals 25 cents. The dollar coin or currency is equal to 100 cents. ( M .4.2)

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Grade 1, Quarter 3, Topic 3 : Work Hard for Your Money SCIENCE & SOCIAL STUDIES CURRICULUM FRAMEWORK Cross Curricular Connections

MUSIC

ART • Have students make a career vest. Students should select an occupation

and decorate the vest with items that are used in that occupation. This would be great for students to wear during career day. Be sure students understand the importance of lines and symbols. ( VA 1.2)

• With a shoebox, have children create a diorama. Students can show a work place and workers. Discuss elements of color, lines, and shape with student. Allow student to share their project with class. Collect the dioramas and place them on a hand made city map of their community. (VA 1.2)


• Search the site below for games and activities. • http://www.usmint.gov/kids/index.cfm?fileContents=games

Teach student the song I Am a Worker - To the tune of You Are My SunShine (Allow students to attach movements to some of the lines in the song.) I am a worker, A very hard Work-er I do my best both night and day I help my community , I worker with my special tools Please don’t take my earnings away-cling, cling( student should shake their hands like loose change I am a teacher, A very hard worker I do my best both night and day I help my community by teaching children. Please don’t take my children away- Wha,Wha I am a doctor, A very hard worker I do my best both night and day I help my patients, feel much better Please don’t keep my practice away-Aha Aha-(Students should open their mouths as if the doctor has told them to say ah) I am a farmer, A very hard worker I do my best both night and day I plow the crop, I use a tractor-(Zoom-Zoom) Please don’t take my produce away! Feel free to add additional line to this song. (M 3.3)

PHYSICAL EDUCATION / HEALTH & WELLNESS • Allow students to play Occupation Relay. Divide the class into two equal groups. Students must put on the clothes of a specific occupation, run down to the other end of the

gym or playground, take off the clothes and tag the person waiting for their turn. The person tagged now has to put on the clothes and run to the opposite side. I suggest you use the least amount of clothes for first graders. Be careful not to use hats or scarves for health reasons.

• Select several items that can be used in different occupations such as, a tongue depressor, basketball, ice cream scooper, or a can of peas. First, have students guess the person or occupation associated with the item. Then, have the students balance the item on their head or carry it with one hand as they race back and forth across the field in a relay-like fashion. (PE 3.3, 2.4)

COMMUNITY GUIDELINES & LIFESKILLS Mutual Respect Pride Resourcefulness Caring Effort

ESSENTIAL UNDERSTANDINGS

1. People work at different kinds of jobs in a community. Each job has different responsibilities, different tools, and different ways of contributing to the community. (SS 5.2)

2. People earn money by working in and around the community at a variety of different jobs. The money earned is used to help them meet their basic needs and sometimes buy things they want. (SS 5.1)

3. American money is in the form of coins and currency. The names of the coins are penny, nickel, dime, and quarter and sometimes dollar. (M.4.1) 4. Each American coin is worth a particular amount when trading or buying something. A penny equals 1cent, a nickel equals 5 cents, a dime equals 10 cents, and quarter equals 25 cents. The dollar coin or currency is equal to 100 cents. ( M.4.2)


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Possible Learning Experiences for Guided Practice / Independent Practice / Small Group Work Emotional Hook/Engagement----------Common Group Experience----------Real World Involvement

• Talk with your students about jobs they would like to have when they grow up. Ask them to think about tools they would need in order to do that job. Discuss what would happen if they did not do their job? What would happen if they didn’t have the tools they needed to do their job? Label a sheet of chart paper with the words: Want Ad. List qualifications students need in order to be selected for the jobs advertised. Select students based on their qualifications. (SS 5.2)

• Take a picture of an object or a symbol that represents a school worker such as, the sign on the principal’s door to represent the principal or a book from the school library to represent the librarian. Show students the picture and allow them to guess the school worker. Once all the pictures have been identified, create a school map with your students. Use the picture symbols to create a key for the map of your school. (SS 5.2)

Students will: • If possible take pictures of businesses in your community. Show students the pictures. Ask them to identify the business? What tools are needed for the job? What are the

responsibilities needed for the job. Discuss and allow students to illustrate what the community would look like if the businesses did not exist. Have students share their work with their classmates. (SS 5.2)

• Have students create a diorama of a worker on his job. He/she must be prepared to share the following: name of business, job title and responsibilities, earnings, and tools needed. (SS 5.1)

• Assign classroom jobs to your students. Attach a value to each job such as, 25 cents for attendance clerk, 10 cents for line leader or 25cent for restroom monitor. Students will earn play currency for completing their assigned job. At the end of the week, pay each worker their earnings. Students can use their currency to purchase items from a class treasure chest. Each student must be able to count their earnings correctly in order to purchase an item of their choice. (SS 5.2, 5.1, M 4.1, 4.2)

• Allow students to create an occupation vest out of paper grocery bags. Take a paper grocery bag and cut out the sides for arms. Cut down the front of the bag for an opening. Allow students to decorate the vest to represent an occupation. Organize a job fair where students wear their vests. Ask community leaders from businesses to serve as interviewers. Allow each interviewer to set up a display booth. If you can have the fair in a large classroom, students could introduce themselves to the interviewer by stating their name and explaining the role and responsibilities of the occupation they chose. The interviewer could share information about their company.(This is a great activity if you can get parents or upper grade children involved to help direct children to the different interviewers.) (SS 5.2, SS 5.1)

• Give students a grocery store circular and a bag of assorted coins. Divide them in groups of five. Each group must use their coins to buy a healthy snack for lunch. When time is called, select a group to discuss the item or items they selected from the ad. Each group must count out their coins to check their answer. To extend the lesson, students may draw a picture of themselves eating a healthy lunch in the school cafeteria (Note- Consider using transparent coins. This will allow all students to see as the coins are beginning counted.) (SS 5.1, M.4.1, 4.2)

• Give students a bag of assorted coins. Have them pretend they are farmers who need to buy farm items. Show students pictures or objects that can be used on the farm. Allow students to bid on an item. The item will go to the highest bidder. Bids may not be higher than a dollar. Have students count out the coins as they make the trade. (M. 3..2, 4.1)

• Setup a classroom store where students can buy items such as sugar free snacks, water, pencils, and paper. (Items for the store can be obtained through donations from the community such as, PTA, or local churches.) Each child is given a bag of coins at the beginning of the week. When students run out of supplies during the week they must use their coins to purchase the needed supplies. (M. 4.2, 4.1)

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Resources/Materials BOOKS

• Finding a Job for Daddy (1996) by Evelyn Hughes Maslac; Illustrated by Kay Life. A. Whitman • Everybody Works (2003) by Shelley Rotner and Ken Kreisler, photographs by Shelley Rotner. Millbrook Press • Jobs People Do (1997) by Christopher Maynard. DK Publishers • Mommy Works, Daddy Works (2000) by Marika Pederson and Mikele Hall, Illustrations by Deirdre Betteridge. Annick Press • I like Computers: What Can I Be? (2001) by Muriel L. Dubois. Bridgestone Books • Earning Money (2004) by Natalie M. Rosinsky. Compass Point Books • Pass the Buck: A Fun Song About the Famous Faces and Places on American Money (2004) by Michael Dahl; Illustrated by Brandon Reibeling. Picture Window Books • The Coin Counting Book (2001) by Rozanne Lanczak Williams. Charlesbridge • The Buffalo Nickel (2002) by Taylor Morrison. Houghton Mifflin • Follow the Money! (2002) by written and illustrated by Loreen Leedy


• Identify ways identify people in the community earn money • Describe how people get their needs met • Identify and name the value of pennies, dimes, nickels, and quarters

Teacher Notes:

grade 1, quarter 3, topic 1 map it or measure it! science...

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