Download First Grade Social Studies - Hannahville Indian School

Families and Schools
How Do We Learn About Places?
SS0103
First Grade Social Studies: Families and Schools
Unit 3: How Do We Learn About Places?
Big Picture Graphic
Overarching Question:
How does where we live affect how we live?
Previous Unit:
How Do We Get What
We Need or Want?
This Unit:
How Do We Learn About Places?
Questions To Focus Assessment and Instruction:
1.
2.
3.
How do we locate places?
How do we describe what places are like?
How do people adapt to and modify places?
Michigan Citizenship Collaborative Curriculum
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Next Unit:
How Do We Learn About
the Past?
Types of Thinking
Non-Linguistic Representations
Descriptive
Classification
Compare and Contrast
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Families and Schools
How Do We Learn About Places?
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Graphic Organizer
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How Do We Learn About Places?
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Unit Abstract:
In this unit, students expand on their foundational knowledge of geography by exploring the
geographic themes of location, place, region, and human/environment interaction. The unit begins
with students exploring the concepts of maps and aerial perspective with the book Me on the Map
or a similar book. Students create a map of their own classroom. Students are also introduced to
globes and learn how map makers distinguish between land and water. The concept of absolute
and relative location is introduced as students learn about absolute location using their own
address and relative location with personal directions. Students then explore the geographic
theme of place as they learn to distinguish between natural (physical), characteristics and human
characteristics. Using a school map, students identify regions in their school and understand that
a region is an area that shares similar characteristics.. Finally, students are introduced to the
geographic theme of human/environment interaction. Using the book The Window, or a similar
book, students learn that humans modify or change their environment in order to live there. In an
integrated lesson, students explore how people adapt to their environment by making seasonal
changes in their clothing, homes, and activities.
Focus Questions
1. How do we locate places?
2. How do we describe what places are like?
3. How do people adapt to and modify the environment of places?
Content Expectations
1 - G1.0.1: Construct simple maps of the classroom to demonstrate aerial perspective.
1 - G1.0.2:
Give examples of places that have absolute locations (e.g., home address, school
address).
1 - G1.0.3:
Use personal directions (left, right, front, back) to describe the relative location of
significant places in the school environment.
1 - G1.0.4:
Distinguish between landmasses and bodies of water using maps and globes.
1 - G2.0.1:
Distinguish between physical (e.g., clouds, trees, weather) and human (e.g.,
buildings, playgrounds, sidewalks) characteristics of places.
1 - G2.0.2:
Describe the unifying characteristics and/or boundaries of different school regions
(e.g., playground, reading corner, library, restroom).
1 - G5.0.1:
Describe ways in which people modify (e.g., cutting down trees, building roads) and
adapt to the environment (e.g., clothing, housing, transportation).
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Families and Schools
How Do We Learn About Places?
SS0103
Integrated GLCE’s
E.ES.01.22: Describe and compare weather related to the four seasons in terms of temperature,
cloud cover, precipitation, and wind. (Science)
Key Concepts
absolute location
adapt
address
aerial perspective (birds eye view)
bodies of water
globe
human and physical characteristics of place
human/environment interaction
land masses
location
map
modify
personal directions
place
region
relative location
season
Lesson Sequence
Lesson 1:
Making a Map of Our Classroom
Lesson 2:
Exploring Maps and Globes.
Lesson 3:
Absolute Location: Addresses of Places
Lesson 4:
Relative Location: Describing the Location of Places in Our School
Lesson 5:
Human and Physical Characteristics of Places
Lesson 6:
Changing our Environment
Lesson 7:
Adapting to Our Environment
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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Families and Schools
How Do We Learn About Places?
SS0103
Equipment/Manipulative
Art Paper and Drawing Materials Such as Markers and Crayons
Chart Paper and Markers
Overhead Projector or Document Camera and Projector
Student Resource
Baker, Jeannie. Window. New York: Greenwillow Books, 1991.
Cuyler, Margery. From Here to There. New York: Henry Holt and Company,
1999.
Derby, Sally. My Steps. New York: Lee & Low Book Inc., 1996.
Hoban, Tanya. All About Where. New York: Greenwillow Books, 1991.
McMillan, Bruce. Mouse Views: What the Class Pet Saw. New York: Holiday
House, 1993.
Sweeney, Joan. Me on the Map. New York: Scholastic Inc., 1996.
Teacher Resource
Google Earth. 9 April 2010 <www.earth.google.com>.
Maps and Aerial Views. 9 April 2010 <www.mapquest.com>.
What Do Maps Show? 9 April 2010 <http://erg.usgs.gov/isb/pubs/teachers-packets/mapshow/>.
Resources for Further Professional Knowledge
First Grade Social Studies Websites. 9 April 2010
<http://www.ahisd.net/campuses/cambridge/grade1/1stsocstud.htm>.
National Council for the Social Studies. 9 April 2010 <http://www.ncss.org/>.
Teaching Social Studies. 9 April 2010
<http://www.proteacher.org/c/185_Teaching_Social_Studies.html>.
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www.micitizenshipcurriculum.org
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Families and Schools
How Do We Learn About Places?
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Instructional Organization
Lesson 1:
Making a Map of Our Classroom
Content Expectations:
K - G1.01
Recognize that maps and globes represent places.
1 - G1.0.1: Construct simple maps of the classroom to demonstrate aerial perspective.
Key Concepts: aerial perspective (bird’s eye view), location, map
Abstract: This lesson begins with a review of maps and globes and how they represent places.
The concept of aerial perspective or birds-eye-view is explored by drawing, comparing, and
contrasting different perspectives. Using the book, Mouse Views: What the Class Pet Saw by
Bruce McMillan; or a similar book, students identify the photographs of classroom objects from the
mouse’s perspective as shown in the book. Using the map at the end of the book, students follow
the mouse’s path through the school. Students then listen and look at the book, Me on the Map or
an illustration of a place and a map of the same place. Students explore aerial perspective in
relation to maps. Students then work cooperatively to create an aerial map of the classroom.
During the map project, students are introduced to map symbols and how they represent things on
a map..
Lesson 2:
Exploring Maps and Globes
Content Expectations:
1 - G1.0.1: Construct simple maps of the classroom to demonstrate aerial perspective.
1 - G1.0.4:
Distinguish between landmasses and bodies of water using maps and globes.
Key Concepts: bodies of water, globe, land masses, map
Abstract: The lesson begins with a review of the concepts aerial perspective, location, and map.
Using the book Me On the Map, or a similar book, students identify examples of aerial or bird’s eye
view in the story. Using the maps, students identify land and bodies of water on the maps. Using
a globe, students are reminded that a globe is a model of our Earth.
Lesson 3:
Absolute Location: Addresses of Places
Content Expectations:
1 - G1.0.2: Give examples of places that have absolute locations (e.g., home address, school
address).
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How Do We Learn About Places?
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Key Concepts: absolute location, address
Abstract: This lesson begins with reviewing the idea that maps help us locate, or find, places.
Students explore the concept of an address as an absolute location. Each of us lives in a specific
or unique location. We live in a house, on a street, in a town, in a state within the United States.
Students begin to understand that an address, like a map, helps us locate, or find places. Using
the school address as an example, students learn explains that an address is made up of a house
or building number, a street name, a city or town, the state, and zip code. The concept of address
and location is further explored using the book, From Here to There by Margery Cuyler or a similar
story involving addresses. Finally, students will practice writing their own address. As an
extension, each student is given a postcard which they address and mail to themselves.
Lesson 4:
Relative Location: Describing the Location of Places in Our School
Content Expectations:
1 - G1.0.3: Use personal directions (left, right, front, back) to describe the relative location of
significant places in the school environment.
1 - G2.0.2:
Describe the unifying characteristics and/or boundaries of different school regions
(e.g., playground, reading corner, library, restroom).
Key Concepts: personal directions, region, relative location
Abstract: This lesson begins with a review of the concept of absolute location. Using the book,
All About Where by Tanya Hoban or any other book that illustrates personal directions, students
are introduced to and begin to use personal directions to describe relative location. Students then
use their body to model personal directions while listening to and dancing the “Hokey Pokey”.
Next, students practice using personal directions in a circle with the class. The concept of region is
introduced after the field trip as students list places visited and categorize them into like areas or
regions. Students discover that regions are areas that are grouped together because they have
common characteristics. Finally, students work together using a school map to identify and
highlight school regions.
Lesson 5:
Human and Physical Characteristics of Places
Content Expectations:
1 - G2.0.1: Distinguish between physical (e.g., clouds, trees, weather) and human (e.g.,
buildings, playgrounds, sidewalks) characteristics of places.
1 - G1.0.4:
Distinguish between landmasses and bodies of water using maps and globes.
Key Concepts: human characteristics, physical characteristics, place
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How Do We Learn About Places?
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Abstract: This lesson begins with a review of personal directions and reminding students that
personal directions can be used to describe the location of places in relation to where we are. The
concept of regions is also reviewed. Revisiting the book, Me on the Map, by Joan Sweeney,
examples of human (man-made) and physical (natural) characteristics are pointed out throughout
the story. Students understand that human characteristics are things made by people and that
physical characteristics are made by nature. Physical Characteristics are explored further through
the introduction of landforms and bodies of water. Using maps students are asked to identify land
and water. Students understand that landforms and bodies of water are physical characteristics
that help us describe what a place is like
Lesson 6:
Changing Our Environment
Content Expectations:
1 - G5.0.1: Describe ways in which people modify (e.g., cutting down trees, building roads) and
adapt to the environment (e.g., clothing, housing, transportation).
Key Concepts: human/environment interaction, modify
Abstract: This lesson serves as an introduction to the geographic theme of human/environment
interaction. It builds on the previous lesson on human characteristics by exploring how building
human characteristics like houses, cities, roads, and tunnels change our environment. Using the
book, The Window by Jeannie Baker or a similar book, students will identify the things that change
over time outside the window. At the conclusion of the book, students will examine how
environment was modified by humans. Students examine the consequences of modifying the
environment, learning that there are both positive and negative consequences
Lesson 7:
Adapting to our Environment
Content Expectations:
1 - G5.0.1: Describe ways in which people modify (e.g., cutting down trees, building roads) and
adapt to the environment (e.g., clothing, housing, transportation).
E.ES.01.22: Describe and compare weather related to the four seasons in terms of temperature,
cloud cover, precipitation, and wind. (Science)
Key Concepts: adapt, human/environment interaction, season
Abstract: This lesson helps students begin to understand that just as humans modify, or change,
their environment, they also adapt to things they cannot change in their environment.
Using common objects such as a pair of mittens, a scarf, and a warm hat; students are asked:
“When do we wear these and why?” Next, in a connection to science, students describe the
weather in each of the seasons on a chart and list things we wear or do during those seasons.
Students are reminded that weather and the seasons are examples of physical characteristics that
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www.micitizenshipcurriculum.org
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Families and Schools
How Do We Learn About Places?
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help us describe a place. Using the book, My Steps, by Sally Derby, the class discusses how the
characters in the story adapt to the different seasons.
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