SS02 Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
Skills
Assessment
Resources
Optional
October
Content and Essential Skills
Skills
Assessment
Resources
Optional
November
Content and Essential Skills
MAP SKILLS (Continents, Oceans, Map reading skills):
ESSENTIAL QUESTION:
We need to read maps to find locations. How do we read a map?
Geography Standards:
1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a special perspective.
1.2 Students develop knowledge of Earth to locate people, places and environments.
4.1 Students know the characteristics, location, distribution, and migration of human populations.
History Standards:
2. Students know how to use the processes and resources of historical inquiry.
SKILLS:
- understand the standard orientation of maps and globes (where North, South, East and West are located); find different directions on the maps
- understand that maps contain legends with symbols explaining various features and can explain various symbols
- interpret simple unfamiliar maps
- draw simple maps of familiar areas
- identify major oceans: Pacific, Atlantic, Indian, Arctic
- locate: the Equator, the North and Sound Hemispheres and Poles
- identify additional geographical terms and features, such as: coast, valley, prairie, desert, oasis
- identify and locate cities with large populations in this country
- read geographic symbols and identify the geographic features of places represented in picture maps, air photos, and terrain models of places now and in the past (e.g. name and locate the town, city, community, or state where they reside.)
COMMUNITIES:
ESSENTIAL QUESTION:
We work together as a community. What is a community?
Civics Standards:
Standard 1:
Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.
Standard 2:
Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.
Standard 3:
Students know the political relationship of the United States and its citizens to other nations and to world affairs.
Standard 4:
Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels – local, state, and national.
Geography Standards:
1.2 Students develop knowledge of Earth to locate people, places, and environments.
2.2 Students know how and shy people define regions.
3.2 Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals.
4.4 Students know the processes, patterns, and functions of human settlement.
4.5 Students now how cooperation and conflict among people influence the division and control of te Earth's surface.
5.1 Students know how human actions modify the physical environment.
SKILLS:
- discuss ways in which teachers and principals enforce rules and settle disputes
- explain what makes a good law and rule (e.g. reasonable, fair, promotes the common good)
- compare rural, urban, suburban communities and settlements and describe how the local community has changed physically and demographically over time in Colorado
- identify the cultural heritage evident in their neighborhoods or schools (e.g. restaurants and stores)
- identify and give examples of how people, families, and communities help and depend on each other (e.g. community services, citizen participation, yard care, Neighborhood Watch, snow shoveling, etc.)
- describe how people obtain goods and services (barter, trade, and money)
- identify how limits on resources require people ot choose what to produce and what to consume
- explain the need for and benefits of rules and personal responsibility in a neighborhood or community
- give examples of various ways decisions are made (e.g. majority vote, compromise, and personal)
- name and locate the town, city,or community, as well as the state where they live
- understand how human activities (such as deforestation, the building of dams, irrigation, etc.) can change and impact the nature of regions, lives of animals, and lives of people
- define renewable and non-renewable Earth resources
- understand the configuration of a town/city within a county, within a state, within a country, a continent, the Earth
Skills
MAP SKILLS:
- find different directions on maps- discuss directions, play simon says with the directions, identify compose rose, find, use directions in problem-solving and make own compose roses
- understand that maps contain legends with symbols explaining various features and can explain various symbols; interpret simple unfamiliar maps; draw simple maps of familiar areas- go over different symbols, make own symbols for map, use map with symbols and identify what they are, discuss grids: use grid to answer questions, use coordinate to make own map with a grid
- identify major oceans: Pacific, Atlantic, Indian, Arctic- discuss and label different continents and oceans, label on map, have children name all oceans and continents, world map puzzle
- locate: the Equator, the North and Sound Hemispheres and Poles- show on map
COMMUNITIES:
- discuss importance of rules; make class rules; discuss why it is a good rule
- compare rural, urban, suburban communities - read City Mouse and Country Mouse, discuss differences, chart different settings in each community
- discuss different cultures in community
- describe different places, helpers, consumers/producers in community- make services provider map, make community helper book, use map to find places of learning, and help, discuss the importance of everyone in a community
Assessment
Teacher observation and worksheets
Resources
Individual Teacher Resources
Optional
December
Content and Essential Skills
HOLIDAYS:
ESSENTIAL QUESTION:
We celebrate different holidays. Why do we celebrate different holidays?
History Standard:
3. Students understand that societies are diverse and have changed over time.
6. Students know that religious and philosophical ideas have been powerful forces throughout history.
SKILLS:
- describe various holidays & celebrations in different cultures
- recognize that families have different traditions
- identify celebrations and practices traditional in their communities (e.g., harvest days, cultural, and historical celebrations.)
- identity various art forms used in celebrations (e.g., dance, music, parades and holiday decorations.)
Skills
Holidays:
- Columbus Day: Read scholastic news and discuss how and why the holiday started.
- Thanksgiving: Discuss why we celebrate it, discuss colonists, read scholastic news, watch video on the Mayflower
- Christmas: Discuss the different symbols of Christmas like Santa Clause, elves, etc. Write stories with these characters. Do other crafts related to the holiday. Make crafts for friends at Eben Ezer and discuss the concept of giving to others and this holiday.
- Martin Luther King, Jr Day: Read scholastic news about Martin Luther King, Jr, do an activity that gives only a few snacks and discuss inequality, make the Tiny Book of Martin Luther King, Jr and discuss what he believed in and fought for.
- President's Day: Patriotic Unit in Social Studies
- Earth Day: Read scholastic news on Earth Day and discuss ways to help our earth
Assessment
Teacher observation and worksheets
Resources
Individual Teacher Resources
Optional
January
Content and Essential Skills
Skills
Assessment
Resources
Optional
February
Content and Essential Skills
PATRIOTISM:
ESSENTIAL QUESTION:
We have symbols to represent our nation. What are some of the symbols that represent our nation?
Civics Standards:
Standard 4:
Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels local, state, and national.
History Standard:
Standard 6:
Students know that religious and philosophical ideas have been powerful forces throughout history.
SKILLS:
- Recite the Pledge of Allegiance to symbolize citizenship in the U.S. and statement of our country's foundation
- Explain the reasons for flag ceremonies and national holidays (Fourth of July, Memorial Day, Martin Luther King Day, etc.)
- Define leadership and give characteristics of a good leader
Skills
American Flag:
- Read and answer questions from American Flag book
- History and importance of the flag
Pledge of Allegiance:
- Recite the Pledge
- Discuss the meaning of each line
- rewrite and illustrate the pledge in a book
Bald Eagle and Seal of the USA:
- Read about the importance and history of the symbol
- Color pictures of each symbol
Star Spangle Banner:
- Read about the history
- Review the words
- Make a puzzle using the words and put it together
Capitol Building and Statue of Liberty:
- Discuss the History of each symbol
- Color pictures of each monument
President:
- Discuss the history, purpose, and jobs of the president
- Go through and complete a book on the president
White House:
- Discuss what the White House is, the history of the White House
- Complete a worksheet using map skills on where the White House is
- Look at pictures of the White House
Abraham Lincoln:
- Read about Abraham Lincoln's life and his accomplishments
- Make a book on Abraham Lincoln
George Washington:
- Read "A Book About George Washington"
- Fill in sentence strips on facts about his life
- Watch video about George Washington's life.
- Learn about the history of the Washington monument.
- Color and cut out the monument
Create a Patriotic Mobile by combining all of the symbols.
Assessment
Teacher observation and worksheets
Resources
Individual Teacher Resources
Optional
March
Content and Essential Skills
Skills
Assessment
Resources
Optional
April
Content and Essential Skills
PAST AND PRESENT:
ESSENTIAL QUESTION:
The past is important in understanding the present and future. How has our way of life changed over the last 150 years?
History Standards:
Standard 1:
Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Standard 2:
Students know how to use the processes and resources of historical inquiry.
Standard 4:
Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
Geography Standards:
4.5 Students know how cooperation and conflict among people influence the division and control of the Earth's surface.
SKILLS:
- distinguish between past, present, and future time
- compare rural, urban, and suburban communities and describe how the local community has changed physically and demographically over time in Colorado
- pose and answer questions about the lives of children and families in the past
- gather information about the past from fiction and non-fiction books, oral history , photographs and graphs
- compare and contrast their daily lives with those of their parents and grandparents
- identify technological developments that affect the neighborhood (e.g., street lights, water service, electricity.)
- describe how people obtain goods and services (barter, trade, and money.)
- identify food production and consumption long ago and today including the role of farmers, processors, distributors, weather, and land and water resources
- understand the meaning of country boundaries and why people have created them.
Skills
- Presentation by Mr. Rohde
- Show artifacts from past
- explain uses for each artifact
- describe life in pioneer days
- Graphic Organizer
- Look at pictures from a Long time ago, not so long ago, and the present time
- Put picture in each category
- Long Ago, Yesterday, and Today video
- Invention Timeline
- Cut out and sort timeline
- Quilts
- Look at how quilts were made and the importance of them
- Make quilt square out of paper for class quilt
- Visit the Sterling Museum
Assessment
Teacher observation and worksheets
Resources
Individual Teacher Resources
Optional
May
Content and Essential Skills
Skills
Assessment
Resources
Optional
