passport to social studies: objects tell stories 1- r… · 17/03/2020 · webpage to raise money...
TRANSCRIPT
Passport to Social Studies: Objects Tell Stories
Learn at Home: Social Studies Resources for Families Grade 1
Objective
Explore the stories that objects in our families tell
Resources/Materials
•
Objects Tell Stories: Draw the story behind your object•
Objects Tell Stories: Write the story behind your object
Activity
• Memories don’t always fit into a photo album. They aren’t always held in pictures or paper.Sometimes we have objects that hold special meaning. The things we carry tell stories too.
• As historians, we know that every family has a history, a past. Families have different ways ofpreserving these memories and events that are important to remember. The way families recordtheir memories has changed over time. People in the past wrote letters, kept journals or diaries,saved postcards, took black-and-white photographs, and held onto objects that had meaning ortold stories about their families.
• Pick one object that has memories attached or it, is important to you or your family, or tells animportant story about your family story.
• Complete Objects Tell Stories: Draw the story behind your object. Illustrating in whatever way youwould like, the story this object tells.
• Complete Objects Tell Stories: Write the story behind your object. Writing down the story youillustrated.
Social Studies – Day 1
Objects Tell Stories: Draw the story behind your object
Objects Tell Stories: Write the story behind your object
Civics For All: What is Democracy?
Learn at Home: Social Studies Resources for Families Grade 1
Objective
Students consider the role of elected officials and how they are chosen in a democracy
Resources/Materials
Voting Line in Brooklyn (2008)
See, Think, Wonder chart
Trash on New York City Streets
Model Leader Solution Chart Trash on Streets
Leader Solution Chart Playground Problem
Activity
Day 1
Look at the image Voting Line in Brooklyn (2008).
Complete the See, Think, Wonder chart.
Voting Line in Brooklyn is a photograph of people in Brooklyn waiting in line to vote.
In this country, adults who are 18 or older vote to elect, or choose, leaders, who they hope will help their communities and the country.
The United States is considered a democracy. In a democracy, people have the right to vote forleaders.
Look at Trash on New York City Streets and complete Model Leader Solution Chart Trash on Streets.
Day 2
Have an adult read you the Leader Solution Chart Playground Problem.
Discuss the problem with an adult.
Complete the Leader Solution Chart Playground Problem.
Extension
Find a problem and write a letter to an elected official about how they need to represent you byhelping to solve that problem.
Social Studies – Days 2 and 3
Voting Line in Brooklyn (2008)
Citation: April Sikorski, “2008 voting line in Brooklyn.jpg,” Wikimedia Commons, November 4, 2008. Accessed February 15, 2019. https://commons.wikimedia.org/wiki/File:2008_voting_line_in_Brooklyn.jpg
See Think Wonder
I see I think I wonder
Trash on New York City Streets
Citation: Jess Hawsor, “NYC – trash on sidewalk.jpg,” Wikimedia Commons, October 15, 2017. Accessed February 15, 2019. https://commons.wikimedia.org/wiki/File:NYC_-_trash_on_sidewalk.jpg
Model Leader Solution Chart
Trash on StreetsWhat would you promise to do if you were hoping to be elected as a new city leader?
Leader A Leader B Leader C
I would… I would… I would…
Leader Solution Chart
Playground ProblemProblem: The local children’s playground is full of trash and broken equipment. Playground money is being put aside to build a new tennis park for adults. The people who work in the playground are not being paid much, and so they have said they will only work on weekends, and will get a better job somewhere else on the weekdays. If this happens, the playground will only be open on the weekends.
What would you promise to do if you wanted to be elected as a new city leader?
Leader A Leader B Leader C
I would… I would… I would…
Civics for All: Children Solving Problems
Learn at Home: Social Studies Resources for Families Grade 1
Objective
Read about a young person who solved a problem in their community.
Resources/Materials
• Problem Solver Profile: Amariyana “Mari” Copeny, “Little Miss Flint”
Activity • Read Problem Solver Profile: Amariyana “Mari” Copeny, “Little Miss Flint” and answer the
following questions about key ideas and details in the text:
What problem was Mari trying to solve?
How did Mari go about addressing the problem?
What can we learn about problem solving from Mari?
• Discuss your answers to the questions above and point to the places in the Problem Solver Profilethat you used to find the answers to the questions.
• Think about the following questions:
What do Mari’s actions tell us about the importance of people trying to help their communities?
What are some problems that you see that you would like to solve?
Additional Resources
• ACLU: A Supreme Court Fight For Students’ Free Speech Rightshttps://www.youtube.com/watch?time_continue=10&v=go63SCNT6OQ&feature=emb_logo
Social Studies – Day 4
Problem Solver Profile:
Amariyanna ‘Mari’ Copeny, “Little Miss Flint”
Amariyanna, or “Mari” Copeny, also known as “Little Miss Flint,” helped her community of Flint, Michigan in many ways.
In 2014, the city of Flint, Michigan faced a water crisis. The water supply was contaminated with lead and other toxins. Lead made the water dangerous to drink for everyone, especially children. Members of the Flint community had to rely on bottled water instead of using water from the city’s water supply. The cost of purchasing enough bottled water for entire families was very high, so Mari started a crowdfunding webpage to raise money for water bottles. Crowdfunding is a way to raise money on the internet by asking people from inside and outside of your community to donate to a cause. Through Mari’s work, she has distributed over 1,000,000 bottles of water to date.
Mari has protested and marched on behalf of the children of Flint. She wrote a letter to President Obama explaining what she has done and asking him to meet her when she attended a congressional hearing in Washington D.C. This inspired President Obama to visit Flint. Mari has traveled all over the country talking about the children of Flint.
Mari is part of an organization called Pack Your Back which collects funds and school supplies to donate to the children of Flint and other communities. She has also started the Dear Flint Kids Project, which collects positive letters and gives them to children who live in Flint.
Citations: Adapted from Mari Copeny, “’I remember my mom telling us to not drink the water’: 10-year-old’s terrifying experience with Flint water crisis,” Love What Matters, Accessed February 25, 2019, https://www.lovewhatmatters.com/i-remember-my-mom-telling-us-to-not-drink-the-water-10-year-olds-terrifying-experience-with-flint-water-crisis/. Photograph by Loui Brezzell, Courtesy of Mari Copeny.
Culture Passport
Learn at Home: Social Studies Resources for Families Grade 1
Objective
Create a Culture Passport.
Resources/Materials
Family Member Questionnaire
Culture Passport
Activity
Culture is the way of life of a group of people. Talk to a family member or other adult about what culture means to them. Interview a family member or other adult using the Family Member Questionnaire. Create a passport Culture Passport that describes your cultural background. Your Culture Passport may include drawings of family traditions, holidays celebrated, traditional
clothing items worn, beliefs, cultural food, and other cultural symbols unique to them.
Extension
Celebrate your cultural heritage by making a special meal that represents your family’s background.
Social Studies – Day 5
Family Member Questionnaire
Dear Parents,
We are learning about cultures and family traditions. In order to help students learn more about their own culture, please complete the survey below and discuss your family’s culture with your child.
Child’s name:
Countries of your family’s heritage:
1.
2.
3.
Traditions important to your family:
Cultural foods your family eats:
Special or traditional clothing:
Language(s) spoken:
Which holidays are specific to your cultural heritage?
Culture Passport
Name: Date:
My Culture Passport
This is me: Ways I celebrate my culture:
Civics for All: Our Branches of Government
Learn at Home: Social Studies Resources for Families Grade 1
Objective
Explore the purpose of our government and why it is important.
Resources/Materials
• Branches of Our Government Infographic
• United States Branches of Government Organizer Option A
• Crayons, colored pencils, or other art supplies
Activity
• The government makes our country run well and manages our system of rules (laws). We havethree main groups of government and each group is called a branch of the government. Thereare different groups of people who are involved in helping government to run and writing therules and laws. There are people who make the laws, people who make sure that the laws areconstitutional, people who help us understand what the law means, and people who carry outand enforce the law.
• Look at the Branches of Our Government Infographic and respond to the following questions,
What do you see in this image?
What do you think about the information?
What do you wonder about the image or what questions do you have?
• Choose one branch of government from the Branches of Our Government Infographic and draw,label, and explain what you imagine happens in this branch of government.
• For each illustration write one sentence that helps someone looking at your drawing understandwhat is happening in the drawing.
• Repeat this for each branch of government.
• Find someone to share your drawings with and share your answers to the following questionswith them:
What does this branch of the government do?
What might happen if we did not have this branch of the government?
Why do you think this branch of our government is important?
Social Studies – Day 6
Our Branches of Government Infographic
Legislative Branch (The U.S Capitol)
We Make the Laws
We Help People Understand What the Laws Mean
We Help Make the Laws Happen
Executive Branch (The White House)
Judicial Branch (The Supreme Court)
Our Government Organizer Option AName: Date:
Branch of Government
Illustration
Write a sentence about the purpose
Passport to Social Studies: Communities
Learn at Home: Social Studies Resources for Families Grade 1
Objective
Explore what a community needs to function.
Resources/Materials
• Town Map
• Community Organizer
Activity
• A community is a group of people living in the same place and sharing resources, rules, and laws.We all live in a community and there are many important places and people that make up acommunity. These different features of a community help the people living there and make it afunctioning place to live. Communities are made up of people, buildings, schools, stores,crossing guards, public places like parks and playgrounds, and many things.
• Respond to the following question, “When you walk, drive, or take the bus to school, what aresome things or people you see in the neighborhood?”
• Today we are going to look at a map. A map is a drawing of a location that helps us find placesand get to where we want to go. Maps have different things to help us read and understandthem. They have a key which helps us read the map by telling us what drawings, symbols, andcolors mean.
• Use the Town Map to complete the Community Organizer.
• Talk about the following questions with someone,
What did you learn from the map?
What makes up a community?
Extension
• Draw a map of your community. It can look similar to or different from the Town Map you used inthe lesson.
Social Studies – Day 7
Community Organizer
Name: Date:
Directions: Look for places in this community and think about the people who work there. How do they help the community?
Place in a Community People Who Work There How They Help
What can you add to this community? Why?
What questions do you still have?
Passport to Social Studies: Maps Provide Different Types of Information - 2 Day
Learn at Home: Social Studies Resources for Families Grade 1
Objective
Explore the different features of maps to learn about the different types of information that maps can tell us about a community.
Resources/Materials
• Physical Map of the United States
• Explorer’s Map Model Task Card: Physical Map of the United States
• Explorer’s Map Task Cards
Activity Day 1
• Maps have special features that help us to understand the information that they provide. A keyis a place in a map that tells us what the images, colors, and symbols on that map mean. Mapsalso include a compass, these tell us where the cardinal directions (North, South, East, andWest) are oriented on the map. Today we are going to look at a physical maps. A physical mapshows the geography of a place. Things like mountains, rivers, and lakes.
• Look at the Physical Map of the United States and consider the following questions:
When would we use this map?
Why would we use this map?
What does this map teach us?
What special features does this map have?
• Complete the Explorer’s Map Model Task Card: Physical Map of the United States.
• Talk to a family member or friend about what you learned about physical maps today.
Day 2
• Yesterday we looked at physical maps and today we are going to also explore political maps andtransportation maps. A political map shows us where different countries, states, counties, andboroughs are. A transportation map shows us where bridges, roads, and things like trains are.
• Complete each of the Explorer’s Map Task Cards.
Social Studies – Days 8 and 9
Physica
l Map o
f the U
nite
d S
tate
s
From M
aps101.com ©
Maps.com
LLC
SS_TE2019_G01_U03_TEXT_v4.indd 66 05.10.19 15:58
From Maps101.com © Maps.com LLC
Explorer’s Map Model Task Card: Physical Map of the United States
Welcome Explorers! This map shows the geography of our country. Geography means things like rivers, lakes, and mountains. This is a physical map.
1. Draw a rectangle around the mountains.
2. Circle a desert.
3. Put a triangle on two bodies of water and write their names:
and .
4. Use the map key and the compass rose to help �ll in this sentence:
The desert is in the . (north, east, south or west)
SS_TE2019_G01_U03_TEXT_v4.indd 67 05.10.19 15:58
Explorer’s Map Task Card: New York City Political Map
Welcome Explorers!This map shows us each one of New York City’s boroughs. It is called a political map.
On the big map:
1. Circle the borough you live in on the map.
2. Put a triangle on one borough that is close—either west oreast—to the borough you live in.
Write the name of the borough:
3. Put a rectangle around a borough that is south of the Bronx.
Write the name of the borough:
4. Put a green circle around each borough.
5. Put a purple triangle around the city name.
6. Write a sentence that explains what you can learn from this map.
© Nystrom Education.
Reproduced by permission.
18 Where do you live in
Which boroughdo you live in?
New York City is divided intofive areas called boroughs.Can you find all five?
HarlemRi
ver
Art
hur
Passaic
River
Hackens
ackRiver
Hud
son
River
EastHud
son
River
East
River
Kill
A t l a n t i c O c e a n
Jama
icaBay
Bay
BayUpper
Lower
New
arkBa
y
Long
Island
Sound
Staten Island
Brooklyn
Manhattan
Queens
Bronx
N e w Y o r k C i t y
New Jersey
New York
N
S
EW
New York CityState
City
BoroughBrooklyn
New York
0 2 41 3 5
1 inch stands for 4 miles
Scale in miles
New York City
Area shownon big map.
9ANYC2_p18_19_FNL.qxd:9ANYC2 1/28/09 4:36 PM Page 18
© Nystrom Education. From The Nystrom Atlas for New York City. www.NystromEducation.com
SS_TE2019_G01_U03_TEXT_v4.indd 68 05.10.19 15:58
New York City Political Map
18 Where do you live in
Which boroughdo you live in?
New York City is divided intofive areas called boroughs.Can you find all five?
HarlemRi
ver
Art
hur
Passaic
River
Hackens
ackRiver
Hud
son
River
EastHud
son
River
East
River
Kill
A t l a n t i c O c e a n
Jama
icaBay
Bay
BayUpper
Lower
New
arkBa
y
Long
Island
Sound
Staten Island
Brooklyn
Manhattan
Queens
Bronx
N e w Y o r k C i t y
New Jersey
New York
N
S
EW
New York CityState
City
BoroughBrooklyn
New York
0 2 41 3 5
1 inch stands for 4 miles
Scale in miles
New York City
Area shownon big map.
9ANYC2_p18_19_FNL.qxd:9ANYC2 1/28/09 4:36 PM Page 18
© Nystrom Education. From The Nystrom Atlas for New York City. www.NystromEducation.com© Nystrom Education. Reproduced by permission from The Nystrom Atlas for New York City.
Associated with The Nystrom Atlas for New York City Activity Book and
The Nystrom Atlas for New York City Hands On Curriculum: www.nystromeducation.com
SS_TE2019_G01_U03_TEXT_v4.indd 69 05.10.19 15:58
Explorer’s Map Task Card: New York State Political and Physical Map
Welcome Explorers! This is a map of New York State. It shows places and geography in our state.
On the big map:
1. Circle New York City.
2. Find and circle the state capital (use the map key to �nd the symbol).
3. Trace the Hudson River (draw a line down the river).
4. Circle a state east of, or next, to New York State.
Write the name
5. Write a sentence that explains what you can learn about New York from this map.
© Nystrom Education.
Reproduced by permission.
16
Albany
A B C D E F
1
2
3
Every place on this map is in a square. Albany is insquare E-2.
A
Geneseo
NiagaraFalls
Jamestown
Hamilton
OshawaRichmond
Hill
Buffalo
Toronto
ta
R.
W. Branc
h
WellandCanal
Gen
esee
River
Erie Canal
AlleghenyReservoir
ChautauquaLake
NiagaraFalls
L a k e
Lake Erie
80°W 78°W
42°N
A B
New York StateCountry
State
City
State capital
Land feature
Ocean feature
River, lake
Country boundary
State boundary
Mountains
CanadaNew Jersey
Atlantic OceanCatskill Mountains
Hudson River
BuffaloAlbany
0 20 40 5010 30
1 inch stands for 39 miles
Scale in miles
Can you findAlbany?
This map is dividedinto imaginary squares.There are letters alongone edge and numbersalong another.
Where do you live in
9ANYC2_p16_17_FNL.qxd:08_9EWW2 5/2/11 1:35 PM Page 16
17
Lindenhurst
Hampton Bays
WhitePlains
Newburgh
Poughkeepsie
TroySchenectady
SaratogaSprings
Albany
Ogdensburg Plattsburgh
Oswego
Watertown
Utica
Rome
Oneonta
BinghamtonElmira
Ithaca
Auburn
MontpelierKingston
Allentown
Scranton
Newark
PatersonYonkers
Syracuse
Rochester
WaterburyHartford
WorcesterSpringfield
New HavenBridgeport
Stamford
New York CityNew Jersey
Connecticut
Massachusetts
New York
Vermont
Pennsylvania
New
Ham
pshire
C a n a d a
Appal a
chi a
n
Mount a
i ns
Long Island
CatskillMountains
AdirondackMountains
Delaware
River
Black
St.La
wrence
River
RaquetteRiver
Ausable
River
Susqu
ehanna
Riv
er
W
allkill
Chem
ung
Hud
son
River
Rive
r
River
River
Mohawk River
Rive
r
Connecticu
t
Susquehanna River
LongIsland
Sound
KeukaLake
SenecaLake
Cayuga Lake
OwascoLake
SkaneatelesLake
CanandaiguaLake
OneidaLake
SacandagaReservoir
LakeGeorgeO n t a r i o
LakeChamplain
W 76°W 74°W 72°W
76°W 74°W 72°W
44°N
42°N
Atlantic Ocean
N
S
EW
C D E F
1
2
3New York City isin two squares.Which two?
New York State?
9ANYC2_p16_17_FNL.qxd:08_9EWW2 5/2/11 1:36 PM Page 17
SS_TE2019_G01_U03_TEXT_v4.indd 70 05.10.19 15:58
New York State Political and Physical Map
16
Albany
A B C D E F
1
2
3
Every place on this map is in a square. Albany is insquare E-2.
A
Geneseo
NiagaraFalls
Jamestown
Hamilton
OshawaRichmond
Hill
Buffalo
Toronto
ta
R.
W. Branc
h
WellandCanal
Gen
esee
River
Erie Canal
AlleghenyReservoir
ChautauquaLake
NiagaraFalls
L a k e
Lake Erie
80°W 78°W
42°N
A B
New York StateCountry
State
City
State capital
Land feature
Ocean feature
River, lake
Country boundary
State boundary
Mountains
CanadaNew Jersey
Atlantic OceanCatskill Mountains
Hudson River
BuffaloAlbany
0 20 40 5010 30
1 inch stands for 39 miles
Scale in miles
Can you findAlbany?
This map is dividedinto imaginary squares.There are letters alongone edge and numbersalong another.
Where do you live in
9ANYC2_p16_17_FNL.qxd:08_9EWW2 5/2/11 1:35 PM Page 16
17
Lindenhurst
Hampton Bays
WhitePlains
Newburgh
Poughkeepsie
TroySchenectady
SaratogaSprings
Albany
Ogdensburg Plattsburgh
Oswego
Watertown
Utica
Rome
Oneonta
BinghamtonElmira
Ithaca
Auburn
MontpelierKingston
Allentown
Scranton
Newark
PatersonYonkers
Syracuse
Rochester
WaterburyHartford
WorcesterSpringfield
New HavenBridgeport
Stamford
New York CityNew Jersey
Connecticut
Massachusetts
New York
Vermont
Pennsylvania
New
Ham
pshire
C a n a d a
Appal a
chi a
n
Mount a
i ns
Long Island
CatskillMountains
AdirondackMountains
Delaware
River
Black
St.La
wrence
River
RaquetteRiver
Ausable
River
Susqu
ehanna
Riv
er
W
allkill
Chem
ung
Hud
son
River
Rive
r
River
RiverMohawk River
Rive
r
Connecticu
t
Susquehanna River
LongIsland
Sound
KeukaLake
SenecaLake
Cayuga Lake
OwascoLake
SkaneatelesLake
CanandaiguaLake
OneidaLake
SacandagaReservoir
LakeGeorgeO n t a r i o
LakeChamplain
W 76°W 74°W 72°W
76°W 74°W 72°W
44°N
42°N
Atlantic Ocean
N
S
EW
C D E F
1
2
3New York City isin two squares.Which two?
New York State?
9ANYC2_p16_17_FNL.qxd:08_9EWW2 5/2/11 1:36 PM Page 17
© Nystrom Education. Reproduced by permission from The Nystrom Atlas for New York City.
Associated with The Nystrom Atlas for New York City Activity Book and
The Nystrom Atlas for New York City Hands On Curriculum: www.nystromeducation.com
SS_TE2019_G01_U03_TEXT_v4.indd 71 05.10.19 15:58
Explorer’s Map Task Card: New York City Transportation Map
Welcome Explorers!This is a transportation map of New York City. It tells you the different ways you can travel around the city.
On the big map:
1. Find a bridge and mark it with a red circle.
2. Find a tunnel and mark it with a blue circle.
3. Use your map key to �nd other ways to travel.
and
4. If you are in Staten Island and you want to go to Brooklyn, how would you travel there?
5. Write a sentence that explains what you can learn about New York City from this map.
26 How do New Yorkers
Long Island Expwy.
Bosto
n Post
Rd.
Bronx Pelham Pkwy.
Gran
dCo
ncou
rse
Sprin
gfield
Blvd
.
FlatbushAve.
Ocean
Pkwy.
Linden Blvd.
Conduit Ave.
Atlantic Ave.
4thAv
e.
14th St.
Astoria Blvd.
Oakland
St.
Hylan
Blvd.
Richm
ondAv
e.
Houston St.
Canal St.
Broad
way
Hillside Ave.
Northern Blvd.
Mosholu
Pkwy.
Amboy R
d.
Forest Ave.
Victory Blvd.
RichmondTer.
Bay
St.
Ft.Hamilton P
kwy.
Pennsy lvania Ave.
Jamaica
Ave.
Broadway
Metropolitan Ave.
Main
St.
Park
Ave.
233rd St.
145th St.125th St.
110th St.
1st A
ve.
Leno
xAv
e.
Tremont Ave.
1st A
ve.
57th St.
8thAv
e.
Rockaway Blvd.
Arthu
rKill R
d.
Hylan
Blvd.
RichmondRd.
Kings
Hw
y.
VanWyck
Expwy.
Hempstead Ave.Jamaica Ave.
Queens Blvd.
Brooklyn
Queen
s Expw
y.
Bosto
n Rd.
Broadw
ay
Northern Blvd.
Staten Island Expwy.NewJe
rsey
Turnpike
Belt Pkwy.
BrucknerExpwy.
Cross Bronx Expwy.
W.S
hore
Expw
y.
Gowan
usExpw
y.
Belt Pkwy.
Grand Central P
kwy.
Jack
ieRo
binson
Pkwy.
Huds
onPk
wy.
FDRDr.
ShorePk
wy.
Newark
JFK
La Guardia
StatenIsland
Brooklyn
Manhattan
Queens
Bronx
PassaicRive
r
Hackens
ack
River
Rive
r
East
Hud
son
River
East
River
Jama
icaBay
Bay
BayUpper
Lower
New
arkBa
y
Long
Island
Sound
A t l a n t i c O c e a n
N
S
EW
New Jersey
New York
BrooklynBridge
GeorgeWashington
Bridge
Verrazano-NarrowsBridge
Transportation LinksBridge
Tunnel
Airport
Highway
Street
AbbreviationsPkwy.
Rd.St.
Ter.
ParkwayRoadStreetTerrace
Ave.Blvd.
Dr.Expwy.
Hwy.
AvenueBoulevardDriveExpresswayHighway
Many of New York’sboroughs are on
islands!Bridges, tunnels, ferries, and tramsconnect New York City’s many islands.
9ANYC2_p26_27_FNL.qxd:9ANYC2 1/28/09 4:43 PM Page 26
© Nystrom Education.
Reproduced by permission.
SS_TE2019_G01_U03_TEXT_v4.indd 72 05.10.19 15:58
New York City Transportation Map
26 How do New Yorkers
Long Island Expwy.
Bosto
n Post
Rd.
Bronx Pelham Pkwy.
Gran
dCo
ncou
rse
Sprin
gfield
Blvd
.
FlatbushAve.
Ocean
Pkwy.
Linden Blvd.
Conduit Ave.
Atlantic Ave.
4thAv
e.
14th St.
Astoria Blvd.
Oakland
St.
Hylan
Blvd.
Richm
ondAv
e.
Houston St.
Canal St.
Broad
way
Hillside Ave.
Northern Blvd.
Mosholu
Pkwy.
Amboy R
d.
Forest Ave.
Victory Blvd.
RichmondTer.
Bay
St.
Ft.Hamilton P
kwy.
Pennsy lvania Ave.
Jamaica
Ave.
Broadway
Metropolitan Ave.
Main
St.
Park
Ave.
233rd St.
145th St.125th St.
110th St.
1st A
ve.
Leno
xAv
e.
Tremont Ave.
1st A
ve.
57th St.
8thAv
e.
Rockaway Blvd.
Arthu
rKill R
d.
Hylan
Blvd.
RichmondRd.
Kings
Hw
y.
VanWyck
Expwy.
Hempstead Ave.Jamaica Ave.
Queens Blvd.
Brooklyn
Queen
s Expw
y.
Bosto
n Rd.
Broadw
ay
Northern Blvd.
Staten Island Expwy.NewJe
rsey
Turnpike
Belt Pkwy.
BrucknerExpwy.
Cross Bronx Expwy.
W.S
hore
Expw
y.
Gowan
usExpw
y.
Belt Pkwy.
Grand Central P
kwy.
Jack
ieRo
binson
Pkwy.
Huds
onPk
wy.
FDRDr.
ShorePk
wy.
Newark
JFK
La Guardia
StatenIsland
Brooklyn
Manhattan
Queens
Bronx
PassaicRive
r
Hackens
ack
River
Rive
r
East
Hud
son
River
East
River
Jama
icaBay
Bay
BayUpper
Lower
New
arkBa
y
Long
Island
Sound
A t l a n t i c O c e a n
N
S
EW
New Jersey
New York
BrooklynBridge
GeorgeWashington
Bridge
Verrazano-NarrowsBridge
Transportation LinksBridge
Tunnel
Airport
Highway
Street
AbbreviationsPkwy.
Rd.St.
Ter.
ParkwayRoadStreetTerrace
Ave.Blvd.
Dr.Expwy.
Hwy.
AvenueBoulevardDriveExpresswayHighway
Many of New York’sboroughs are on
islands!Bridges, tunnels, ferries, and tramsconnect New York City’s many islands.
9ANYC2_p26_27_FNL.qxd:9ANYC2 1/28/09 4:43 PM Page 26
© Nystrom Education. Reproduced by permission from The Nystrom Atlas for New York City.
Associated with The Nystrom Atlas for New York City Activity Book and
The Nystrom Atlas for New York City Hands On Curriculum: www.nystromeducation.com
SS_TE2019_G01_U03_TEXT_v4.indd 73 05.10.19 15:58
Passport to Social Studies: Protecting the Environment
Learn at Home: Social Studies Resources for Families Grade 1
Objective
Identify what people do, the environment, the consequences of those actions, and consider a solution to a common environmental problem.
Resources/Materials
• Environmental Problems and Alternatives/Solutions Cards
Activity• Responsible citizens can protect the environment. We learned about communities and how
people’s needs are met. These are important things to help us survive. For example, planting treesis good for the environment. The environment is the area in which we live. Sometimes our actionscan affect the environment in ways that we didn’t plan. For example, sometimes we cut downtrees to make room for gardens and farms. This has both positive and negative impacts. Theenvironment is a complicated part of any community.” Invite students to suggest other actionsthat hurt the environment. There are other alternatives, or other ideas, to help solve the problem.We still want to be able to use the environment to meet our needs but want to protect it, too.
• For example, air pollution is an environmental problem. Cars, trucks, and buses are the maincauses of air pollution. The more we use cars, the more air pollution increases. The invention ofthe car was positive in our lives, but it is causing negative effects on our lives too. Every action toreduce the use of cars helps a lot. Air pollution is a health hazard and bad for the earth. Some ofthe alternatives or other things people can do besides using cars for travel people can walk orbicycle to work or school.
• Carefully look at each of the Environmental Problems and Alternatives/Solutions Card.• As you look at each card, think about the following questions:
o What is the environmental problem being shown on the card?
o What are some of the possible alternatives or ideas that can help protect the environment?• Answer the question, “What can we do?” in the appropriate section of each card.
Additional Resources
• Tutlediary: Science Video for Kids: How to Care for the Environmenthttps://www.youtube.com/watch?v=V0lQ3ljjl40
• Periwinkle: What is Environment and How to Keep it Clean? Environmental Studies for Kids Vid # 1https://www.youtube.com/watch?v=gEk6JLJNg0U
Social Studies – Day 10