K-2+Yr1+Qtr1

K-2 Yr1 Qtr 1 resources -

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Unit 1: Historical Thinking
** Year 1 Quarter 1 ** Resources Students have a sense of time including an understanding of past, present and future. |||||| **Essential Question:** In what ways do we represent time, and how does this help us to describe our family history and the history of our country? || (k.1) Time can be measured.
 * ** Unit 1: Historical Thinking and Skills – Civic Participation and Skills, Rules and Laws ** ||
 * **Big Idea:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__History__**

(1.1) Time can be divided into categories (e.g. months of the year; past, present, and future).

(2.1) Time can be shown graphically on calendars and timelines.

(k.4) Nations are represented by symbols and practices; symbols and practices of the US include the American flag, Pledge of Allegiance and the National Anthem. |||| **__History__** (k.1) Use chronological vocabulary correctly.

(1.1) Use correct vocabulary to distinguish categories of time.

(2.1) Use a calendar to measure time including days, weeks, months and years.

Place a series of events in chronological order on a timeline.

(k.4) Recognize the American flag as a symbol and the National Anthem and Pledge of Allegiance as practices of the United States. || ** BENCHMARK VOCAB **

Yesterday Today Tomorrow Day Week Month Year Time/timeline
 * Past**
 * Present**
 * Future**
 * Pledge** || Long ago

Flag Anthem Symbol Ohio U.S./Nation/Country ||

HIS.K2.2a Identify the months of the year. HIS.K2.3a Sort pictures or objects that identify events/tools from past or present. || HIS.K2.1b Place a series of personal events in chronological order. HIS.K2.2b Identify today, tomorrow and yesterday on a calendar. HIS.K2.3b Share and communicate about personal pictures/experiences over time. || HIS.K2.1c Use a personal day schedule to identify the “next” activity. HIS.K2.2c Identify the day and events of the day. HIS.K2.3c Share personal objects, pictures or drawings of self at different ages. || HIS.K2.5a Identify things people needed in the past. HIS.K2.6a Provide information about a historical figure’s life or past. || HIS.K2.4b Identify a family tradition. HIS.K2.5b Identify things you need (human needs). HIS.K2.6b Provide information about a family member’s life or past. || HIS.K2.4c Identify something you like to do repeatedly. HIS.K2.5c Identify objects you use for a specific purpose. HIS.K2.6c Provide information about your own life or past. ||
 * Extended Standards: **
 * ** Historical Thinking and Skills ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * HIS.K2.1a Place a sequence of events or dates on a timeline.
 * ** Heritage ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * HIS.K2.4a Identify a U.S. tradition (e.g., 4th of July, Pledge of Allegiance, National Anthem).

Unit 1: continued
** Year 1 Quarter 1 ** Resources: 1. Students begin to have an understanding of what it means to be a citizen, recognizing their membership in families, schools and communities. 2. Students recognize and are able to verbalize the purpose of rules, and why individuals must take responsibility for their actions. |||||| **Essential Questions:** 1. What is a citizen? How do you participate positively in your family, school, and community? 2. Why do we have rules at home, at school, and in our community? 3. How do you take responsibility for your actions? || (k.9) Individuals have shared responsibilities toward the achievement of common goals in homes, schools and communities.
 * ** Unit 1: Historical Thinking and Skills – Civic Participation and Skills, Rules and Laws cont’d. ** ||
 * **Big Ideas:**
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__Government__**

(k.10) The purpose of rules and authority figures is to provide order, security and safety in the home, school and community.

(1.8) Individuals are accountable for their actions.

(1.9) Collaboration requires group members to respect the rights and opinions of others.

(1.10) Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules.

(2.10) Personal accountability includes making responsible choices, taking responsibility for personal actions and respecting others.

(2.11) Groups are accountable for choices they make and actions they take.

(2.12) There are different rules that cover behavior in different settings. |||| **__Government__** (k.9) Identify responsibilities in the home, school and community and describe how individuals share those responsibilities.

(k.10) Explain the purpose for rules in the home, school and community.

(1.8) Demonstrate accountability for personal action. (1.9) Collaborate in a way that demonstrates respect for the opinions and rights of others.

(1.10) Explain why there are different rules for different settings. Explain why rules need to be guided by the principles of fairness and why rules include consequences for those who break them. (2.10) Make responsible choices taking personalresponsibility for actions and respecting others.

(2.11) Work effectively in a group to complete a task or solve a problem for which the group is held accountable.

(2.12) Demonstrate an understanding of the different rules in different settings. || ** BENCHMARK VOCAB **

School Neighborhood Accountability Respect Opinions
 * Community**
 * Responsibility**
 * Rights**
 * Authority**
 * Decisions**
 * Cooperation**
 * Conflict**
 * Fairness** || Home

Rules Order Security Safety Settings

Fair play Good Sportsmanship Choices Actions Collaboration Consequences ||

GVT.K2.2a Identify different ways that groups can make decisions (e.g., have a leader, vote, ask an adult) || GVT.K2.1b Identify group activities that are done in groups (e.g., playground game, circle time). GVT.K2.2b Identify a group (e.g., a group kids playing checkers, a photograph/illustration of a cooperative activity) || GVT.K2.1c Identify activities that are done individually. GVT.K2.2c Actively participate in a group activity. ||
 * Extended Standards: **
 * ** Civic Participation and Skills ** ||
 * **Most Complex** || GVT.K2.3c Identify a rule (determined by the place or situation). || **Least Complex** ||
 * GVT.K2.1a Identify and demonstrate appropriate individual behaviors within a group.
 * ** Rules and Laws ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GVT.K2.3a Explain the reason for a rule and the consequences of not following it. || GVT.K2.3b Distinguish common school rules from common rules at home (e.g., listen to the teacher, bedtime). ||  ||

Unit 2: Spatial Thinking
** Year 1 Quarter 1 ** Resources: 1. Students use maps to locate and identify familiar places in the classroom, school or community. 2. Students create simple maps, and interpret and describe maps and identify basic landforms. 3. Students recognize the difference between naturally-occurring and man-made physical characteristics. |||||| **Essential Questions:** 1. What do maps represent?
 * ** Unit 2: Spatial Thinking and Skills, Places and Regions ** ||
 * **Big Ideas:**

2. What is the difference between physical characteristics and human characteristics and how do these characteristics make a place distinctive? || (k.5) Terms related to direction and distance, as well as symbols and landmarks, can be used to talk about the relative location of familiar places.
 * **Strands and Content Statements** ||||  **Student Expectations**  ||||  **Key Concepts & Vocabulary**  ||
 * **__Geography__**

(k.6) Models and maps represent real places.

(1.4) Maps can be used to locate and identify places.

(1.5) Places are distinctive because of their physical characteristics (landforms and bodies of water) and human characteristics (structures built by humans).

(2.5) Maps and their symbols can be interpreted to answer questions about locations of places. |||| **__Geography__** (k.5) Describe the relative location of a familiar place using appropriate terms.

(k.6) Create models and maps of real places.

(1.4) Use maps to locate and identify familiar places in the classroom, school or neighborhood.

(1.5) Compare physical and human characteristics of different places in the local community.

(2.5)Describe the information provided on print and electronic maps using a map and its symbols.

Construct a map that includes a map title and key. || ** BENCHMARK **
 * VOCAB **


 * Maps**


 * Physical** **features**


 * Landforms**
 * Mountain**
 * Island**
 * Valley**

Symbols Logos Address
 * Town**
 * City**
 * Farm** || Models Street signs

__Location:__ Up/down Front/back Over/under Here/there Behind/in Near/far __Landmarks:__ Hospitals Library Fire departments Local Ohio United States __Bodies of water:__ Creek Pond Lake River Ocean __Landforms:__ Hill Forest Plateau __Human structures:__ House Park Playground Traffic sign/signal ||

GEO.K2.3a Make connections between local physical features and the activities of people who live in the area. || GEO.K2.2b Identify things that people build.
 * Extended Standards: **
 * ** Spatial Thinking ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GEO.K2.1a Use map symbols/legend to identify a specific place or item on a map || GEO.K2.1b Locate basic features on a map (e.g., ocean, land). || GEO.K2.1c Place items with regard to directional words (e.g., over, under, behind, next to, down). ||
 * ** Places and Regions ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GEO.K2.2a Describe traits of physical and/or human features (e.g., some houses are made of bricks, mountains are high, deserts are dry, oceans are the largest bodies of water on Earth).

GEO.K2.3b Match activities to the appropriate physical and human environment. || GEO.K2.2c Identify a basic physical geographic characteristic (e.g., land or water feature).

GEO.K2.3c Identify activities in the community. ||
 * ** Human Systems ** ||
 * **Most Complex** ||  || **Least Complex** ||
 * GEO.K2.4a Identify positive and negative consequences of human modifications of the environment. || GEO.K2.4b Identify physical modifications humans make to the environment (e.g., a bridge, dam, road, building) || GEO.K2.4c Identify a human interaction with the physical environment (e.g., cutting down a tree, digging a hole). ||