1st Grade Social StudiesUnit 2: Finding My Way Around My Community

Gather books from the school library: community helpers, reading maps, goods and services to read during the day. Ask parents or gather simple maps of the town, city, parks, mall or grocery store and amusement parks. Ask parents to visit the class and tell about his/her job as well as people throughout the school-nurse, secretary, custodian, cafeteria workers, speech

etc. to tell the class about his/her job, specifically if he/she provides a good or service and how he/she helps our community. Encourage the use of visuals such as clothing, tools and equipment.

Read My Father’s Dragon (free digital book) to the class for read aloud. Make a copy of the map for the class to follow. AMAZING lesson plans: National Geographic Explorers

Standards Essential Question

Activity Resources

Students will apply basic economic concepts to home, school and the community.

1.E.1.2 Identify examples of goods and services in the home, school and community.

What are examples of goods and services in the home, school and community

Day 1: The students will understand producers and consumers impact goods and services.

Define goods and services.

Goods: jobs that earn an income by making or growing items we want or needServices: jobs that earn an income by helping people get the things we want or need

Complete one of the following activities:

Provide photos of people doing jobs and categorize as a good or service in the home, school and community.

Use one of the following activities:

http://www.econedlink.org/lessons/index.php?lid=642&type=educator

Discovery Education formerly called United Streaming Video: The Difference Between Wants and Needs, Goods and Services

Visit these sites to discuss the jobs people do: Scholastic Listen and Read, Mr. Rogers Neighborhood Field Trips, Mr. Rogers How People Make Things.

*Send home parent interview

*Homework assignment: Students interview parents about his/her job to share with the class

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The students will understand people often depend on jobs and other sources to earn money so they can contribute to the production and exchange of goods and services.1.E.1.1 Summarize the various ways in which people earn and use money for goods and services.

What are the various ways in which people earn and use money for goods and services?

Day 2: The students will understand producers and consumers impact goods and services.

Students share the parent job interview.Use the information to create a class Venn Diagram. Does your parent’s job provide a good or service or both?

Draw Large Venn Diagram on paper

1.E.1.2 Identify examples of goods and services in the home, school and community.

Day 3- The students will understand producers and consumers impact goods and services.

Play this game to show the interdependence of consumers and producers. OPTION: change the game to suite your class (sit in chair rather than stack chair, say the pledge rather than sing a song etc.)

Day 4-5 Assessment: Use rubistar to create class rubrics for evaluating student work.

Students read selected Easy Reader books about community helpers or listen to the following sites: Scholastic Listen and Read, Mr. Rogers Neighborhood Field Trips, Mr. Rogers How People Make Things. Students complete a research project to record their findings or create a class PowerPoint slide show like this one.

Sort completed community helpers by good or a service.

Gather Easy Reader books about community helpers from the library

Community helper record sheet (below)

1.E.1.3 Explain how supply and demand affects the choices families and communities make.

How does supply and demand affect the choices families and communities make?

Day 6: The students will understand scarcity impacts lives and its role in decision-making. Choices families and communities make impact supply and demand.

Choose one of the following activities:

1. Discovery Education formerly United Streaming video: Economy in and between Communities (17:00)

2. Read and discuss: Alexander Who Used to be Rich Last Sunday

3. Econedlink: A Perfect Pet

Songs about economicshttp://financeintheclassroom.org/teacher/music.shtml#opportunity

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Part 2: Use geographic representations, term and technologies to process information from a special perspective.

1.G.1.2 Give examples showing location of places (home, classroom, school and community).

Give examples showing location of places in thehome.

Day 7: The students will understand geographic tools are used to study and locate places in the home.

Choose one of the following:

1. View: Me On the Map or read Mapping Penny’s World

2. Discovery Education formerly United Streaming Video: Maps and Models (15:04)

3. National Geographic maps

4. PBS interactive activity: Building a map, Arthur Elwood City Map

Discuss reading a map using directional and positional words and the symbols in the key

Gather map books from the library.

Small unifix cubes or game figurines to use as they move through the map.

Day 8: Students’ use pattern blocks and a sheet of paper to make a model of their bedroom.

TRACE around the blocks to create a map of their bedroom.

Make a map key with color and shape.

Students practice giving directions to get from the door of their room to the bed or closet.

PaperPatter blocks for each childMap key

Give examples showing location of places in theClassroom.

Day 9 The students will understand geographic tools are used to study and locate places in the classroom.

Students’ use pattern blocks to make a model of the classroom on paper.

TRACE around the blocks to create a map of the classroom.

Make a map key with color and shape (attached)

Students practice giving directions in the classroom.

Small unifix cubes or game figurines to use as they move through the map

Day 10: Take students for a walk around the school.

Make a class model of the school using pattern blocks on poster board. Trace around the blocks to show the map view of the school.

Make a map key using symbol and or color

Poster board

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Day 11-12: Assessment Use rubistar to create class rubrics for evaluating student work.

Students read the fire evacuation map of the school and locate familiar places in the building. Students label the K-1 classrooms and specialists rooms with the teacher's name or name of special. Make a map key using one color for classrooms and others for special places in the school.

Fire evacuation map of school. White-out 1st grade classroom teacher's names and specialist’s names before you copy the map.

Day 13: Students write directions from one location in the school to another. Model how to give specific directions: “Go past the music room and turn left at the water fountain”. Write direction words on the board to encourage the use of these words. Students use a game piece or Unifix cube to navigate the map as they write the directions.

Small unifix cubes or game figurines to use as they move through the map

1.G.1.2 Give examples showing location of places (home, classroom, school and community).1.G.1.1 Use geographic tools to identify characteristics of various landforms and bodies of water

Give examples showing location of places in theCommunity.

How can we tell the land from the water?

Day 14: The students will understand geographic tools are used to study and locate places; land and water can be distinguished on a map and globe.

Choose one of the activities:

1. Discovery Education formerly United Streaming: Neighborhoods: Understanding Where We Live

2. Find your school using Google Maps. Zoom out to view the state and eventually the world. Point out the different geographic features of land and water.

3. Interactive activity: Reading a National Park Map

Discuss the globe’s features-land and water.

Collect maps from various places-parks, bike maps, community maps, theme parks, grocery storePlace them in the class library. Students read maps to locate places.

Day 15: Assessment Use rubistar to create class rubrics for evaluating student work.

Students create a simple map showing landforms and a body of water. Provide rulers and a copy of a compass rose for each child to glue to his/her map.

Or

Make a map of our community project

Paper, markers

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Part 3: Understand that history tells a story of how people and events changed society over time.1.H.1.1

Explain how and why neighborhoods and communities change over time.

How does a community change over time?

Day 16: Students will understand changes occur in our community over time.

Students will be able to define past and presentCompare the differences between these pictures: Past and the present. Discuss how this changed our community.

National Geographic: Back in the Olden Days

Local other historic photos

NC State Photo Collection

Day 17: Students will explain how and why neighborhoods and communities in the present change from the past.

Choose one of the following activities:

1. Discovery Education formerly United Streaming Video: Long Ago, Yesterday and Today Comparing Communities Over Time (15 min)

2. Or read: Mary Smith by A.U’Ren and discuss how people woke up before the invention of alarm clocks .

3. Mike Mulligan and His Steam Shovel

Part 2 Part 3

Day 18: Assessment Use rubistar to create class rubrics for evaluating student work.

(below) students draw the current item and explain how it has changed life in our community.

Day 19 How do neighborhoods change?Define neighborhood- A geographic areaCommunity- groups of people who are bound or united by commonalities, such as values, beliefs, religion, etc.Then and Now: Life in Early America, 1740-1840

Discuss how neighborhoods and communities change over time and why they change over time

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Day 20: Gather children around a large green bulletin board paper. Use blocks, Legos or pattern blocks-make a model of you school neighborhood. Tell the story of how it began as vacant land and eventually the town decided to build a road to connect one place to another (add strips of black paper). Roads were built by developers for neighborhoods and houses were built (add blocks). Then stores came (add blocks) so people could buy the things they want and need and eventually a school was built for the children. Parks were built for places to play safely. Over time more stores and roads were built. Our community and neighborhoods change all of the time. Point out some new things in your community and neighborhoods.

Students could make paper bag houses or trace around milk cartons and cover with decorated paper to place on your community model. Add an address label- you can print these easily through NC WISE(ask your attendance person)Unit assessment Use rubistar to create class rubrics for evaluating student work.Students make 2 maps of a community, side by side. One map shows a park, the second a new office park. Make a map key for each map. Students could also make them form construction paper, paint or 3-D models with blocks or cardboard. Include a map key with each map. Save Your Territory

1. Create a timeline of your life or research how an item has changed over time. Show the changes on a timeline (below).

2. Make a map and map key to follow a story book character’s events such as Mike Mulligan and His Steam Shovel, Rosie’s Walk, Goldilocks and the Three Bears, The Three Little Pigs

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Name __________________________________________Job Interview

1. I interviewed my

________________________________________

2. Where do you work?

____________________________________

3. What do you do at your job?

___________________________

__________________________________________________________

__________________________________________________________

4. Does your job provide a good or service or both? Circle one.

5. Why did you choose this job?

___________________________

__________________________________________________________

_________________________________________________________

What does our family do with the income you earn at Revised April 2012

your job?

_____________________________________________________

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My Schoolby

My Schoolby

My Schoolby

My Schoolby

Map Key Map Key Map Key Map Key

First Grade First Grade First Grade First Grade

Kindergarte

n

Kindergarte

n

Kindergarte

n

Kindergarte

n

Music Room Music Room Music Room Music Room

Cafeteria Cafeteria Cafeteria Cafeteria

P.E.Room P.E.Room P.E.Room P.E.Room

Library Library Library Library

Art Room Art Room Art Room Art Room

Car Pool Car Pool Car Pool Car Pool

Bus Loop Bus Loop Bus Loop Bus Loop

Playground Playground Playground Playground

Office Office Office Office

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My Classroom by

My Classroom by

My Classroom by

My Classroom by

MAP KEY MAP KEY MAP KEY MAP KEYteacher’s desk teacher’s

desk

teacher’s desk teacher’s desk

student tables student

tables

student tables student tables

book shelf book shelf book shelf book shelf

cubbies cubbies cubbies cubbies

computers computers computers computers

rainbow table rainbow table rainbow table rainbow table

big cart big cart big cart big cart

tv tv tv tv

whiteboard whiteboard whiteboard whiteboard

windows windows windows windows

bathroom bathroom bathroom bathroom

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CHANGESName: ________________________________

How has technology changed over the years? We found old fashioned photos of things from our past. Look how they’ve changed!

PAST PRESENT How did it change us?

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February Family HomeworkSelect one of the choices below. Make a poster to display your

work. Everyone is invited to visit our History Museum on__________________

Choice 1Make a time line of events in your life. Draw or glue photographs to show some important event from each year in your life.

Choice 2Pick one of these topics and show how it has changed from past to present. You can find pictures on the computer to print out, write, and/or draw how your topic has changed over time.

Please put your pictures in sequential order. You can use a timeline format. Possible Topics but you can think of a different one:

Phones Computers Radios Toys Cameras Clothes

Cars USA flag Word Processing Video Games hairstyles school supplies

Choice 3Interview one of your grandparents. Ask him/her about life when he/she was in first grade. Here are some question ideas, but you should think of your own, too.

What was school like when you were in first grade? How did you talk to people that lived far away from you? How did you go places that were far away from you? How did your mother do the wash? What did you like to do for fun?

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BookShelf

Computer / T.V. Mrs. F.’s

Desk

BoyGirl

Chair

Table

Shelf

Windows

Cabinet

Shelf ShelfShelf ShelfShelfHeaterShelf

TrashPrinter

ComputersEmpty Desk