indicates
objectives to be worked on during Unit 1Curriculum
1st Nine weeks
Inquiry Unit 1
Who Do You Think We Are?
This social studies unit will be an inquiry into:
the people who work in our school
the similarities between our new classmates
what makes each of us special
indicates
objectives to be worked on during Unit 1
ELAKLSV1 The student uses oral and visual skills to communicate. The
student
a.
Listens and speaks appropriately with peers and adults.
b.
Follows two-part oral directions.
c.
Repeats auditory sequences (letters, words, numbers, and rhythmic patterns).
d.
Recites short poems, rhymes, songs, and stories with repeated patterns.
e.
Describes people, places, things, locations, and actions.
f. Increases vocabulary to reflect a growing range of interests and knowledge.
g.
Communicates effectively when relating experiences and retelling stories heard.
h.
Uses complete sentences when speaking.
i. Begins to use subject-verb agreement and tense correctly.
ELAKR1 The student demonstrates knowledge of concepts of print. The
student
a. Recognizes that print and pictures (signs and labels, newspapers, and
informational books)
can inform, entertain, and persuade.
b.
Demonstrates that print has meaning and represents spoken language in written
form.
c.
Tracks text read from left to right and top to bottom.
d. Distinguishes among written letters, words, and sentences.
e. Recognizes that sentences in print are made up of separate words.
f. Begins to understand that punctuation and capitalization are used in all
written sentences.
ELAKR2 The student demonstrates the ability to identify and orally
manipulate
words and
individual sounds within those spoken words. The student
a. Identifies and produces rhyming
words in response to an oral prompt and distinguishes
rhyming and non-rhyming
words.
b. Identifies component sounds (phonemes and combinations of phonemes) in spoken
words.
c. Blends and segments syllables in spoken words.
d. Segments the phonemes in high frequency words.
e. Blends spoken phonemes to make high frequency words.
ELAKR3 The student demonstrates the relationship between letters and
letter combinations of written words and the sounds of spoken words. The student
a. Demonstrates an understanding that there are systematic and predictable
relationships between
print and spoken
sounds.
b.
Recognizes and names all uppercase and lowercase letters of the alphabet.
c.
Matches all consonant and short-vowel sounds to appropriate letters.
d. Blends individual sounds to read one-syllable decodable words.
e. Applies learned phonics skills when reading words and sentences in stories.
ELAKR4 The student demonstrates the ability to read orally with speed,
accuracy, and
expression. The student
a. Reads previously taught high
frequency words at the rate of 30 words correct per minute.
b. Reads previously taught grade-level text with appropriate expression.
ELAKR5 The student acquires and uses grade-level words to
communicate
effectively. The student
a.
Listens to a variety of texts and uses new vocabulary in oral language.
b.
Discusses the meaning of words and understands that some words have multiple
meanings.
ELAKR6 The student gains meaning from orally presented text. The student
a.
Listens to and reads a variety of literary (e.g., short stories, poems) and
informational
texts and materials to
gain knowledge and for pleasure.
b.
Makes predictions from pictures and titles.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle-end, setting,
characters, problems,
events, resolution) of a read-aloud text.
d. Begins to distinguish fact from fiction in a read-aloud text.
e. Retells familiar events and stories to include beginning, middle, and end.
f. Uses prior knowledge, graphic features (illustrations), and graphic
organizers to understand text.
g. Connects life experiences to read-aloud text.
h. Retells important facts in the student’s own words.
ELAKW1 The student begins to understand the principles of writing. The
student
a.
Writes or dictates to describe familiar persons, places, objects, or
experiences.
b.
Uses drawings, letters, and phonetically spelled words to create meaning.
c.
Accurately prints name, all uppercase and lowercase letters of the alphabet, and
teacher-selected words.
d.
Uses left-to-right pattern of writing.
e. Begins to use capitalization at the beginning of sentences and punctuation
(periods and question
marks) at the end of
sentences.
MKD1
Students will pose questions, collect data, organize, and record
results using
objects, pictures, and picture graphs.
MKG1 Students will correctly name simple two and three dimensional
figures, and
recognize them in the environment.
a.Recognize
and name the following basic two-dimensional figures: triangles, rectangles,
squares, and circles.
b.Recognize and name the following three-dimensional figures: spheres (balls)
and cubes.
c.
Observe concrete objects in the environment and represent the objects using
basic shapes, such as drawing a
representation of a
house using a square together with a triangle for the roof.
d.
Combine basic shapes into basic and more complicated shapes, and will decompose
basic shapes
into combinations
of basic shapes.
e.
Compare geometric shapes and identify similarities and differences of the
following two and
three-dimensional
shapes: triangles, rectangles, squares, circles, spheres, and cubes.
MKG2 Students will understand basic spatial relationships.
a.
Identify when an object is beside another object, above another object, or below
another object.
b. Identify when an object is in front of another object, behind another object,
inside another object, or outside it.
MKG3 Students will identify, create, extend, and transfer patterns from
one representation
to another using actions, objects, and geometric shapes.
a. Identify a missing shape within
a given pattern of geometric shapes.
b.Extend a given pattern, and recognize similarities (such as color, shape,
texture, or number)
in different patterns.
MKM1 Students will group objects according to common properties such as
longer/shorter, more/less, taller/shorter, and heavier/lighter.
a. Compare and order objects on the basis of length.
b. Compare and order objects on the basis of capacity.
c. Compare and order objects on the basis of height.
d. Compare and order objects on the basis of weight.
MKM2 Students will understand the measurement of calendar time.
a.
Know the names of the days of the week.
b. Know the months of the year.
c. Know the four seasons.
MKM3 Students will tell time as it relates to a daily schedule.
a.
Order daily events.
b. Tell the time when daily events occur, such as morning, afternoon, and night.
c. Know the name of the day of the week when weekly events occur in class.
MKN1 Students will connect numerals to the quantities they represent.
a.
Count a number of objects up to 30.
b. Produce models for number words through ten.
c. Write numerals through 20 to label sets.
d. Sequence and identify using ordinal numbers (1st-10th).
e.
Compare two or more sets of objects (1-10) and identify which set is equal
to, more than, or less than the other.
f. Estimate quantities using five and ten as a benchmark. (e.g., 9 is one five
and four more.
It is closer to two fives or one 10 than it is to one five.).
g. Use informal strategies to share objects equally (divide) between two to
three people or sets.
h. Identify coins by name and value (penny, nickel, dime, and quarter).
i. Count out pennies to buy items that together cost less than 30 cents.
j. Make fair trades involving combinations of pennies and nickels or pennies and
dimes.
MKN2 Students will use representations to model addition and subtraction.
a. Use counting strategies to find
out how many items are in two sets when they are combined,
separated, or compared.
b. Build number combinations up to 10 (e.g., 4 and 1, 2 and 3, 3 and 2, 4 and 1
for five) and
for doubles to 10 (3 and
3 for six).
c. Use objects, pictures, numbers, or words to create, solve, and explain story
problems
(combining, separating,
or comparing) for two numbers that are each less than 10.
MKP1 Students will solve problems (using appropriate technology).
a.
Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
MKP2 Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as
fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
MKP3 Students will communicate mathematically.
a.
Organize and consolidate their mathematical thinking through communication.
b.
Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
MKP4. Students will make connections among mathematical ideas and to other
disciplines.
a. Recognize and use connections
among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
MKP5 Students will represent mathematics in multiple ways.
a. Create and use representations
to organize, record, and communicate mathematical ideas.
b. Select, apply, and translate among mathematical representations to solve
problems.
c. Use representations to model and interpret physical, social, and mathematical
phenomena.
SKCS1 Students will be aware of the importance of curiosity, honesty,
openness, and skepticism in science and will exhibit these traits in their
own efforts
to understand how the world works.
a. Raise questions about the world around you and be willing to seek answers to
some of the
questions by making
careful observations (5 senses) and trying things out.
SKCS2 Students will have the computation and estimation skills necessary
for
analyzing data and following scientific explanations.
a. Use whole numbers for counting,
identifying, and describing things and experiences.
b. Make quantitative estimates of nonstandard measurements (blocks, counters)
and check by measuring.
SKCS3 Students will use tools and instruments for observing, measuring, and
manipulating
objects in scientific activities.
a. Use ordinary hand tools and
instruments to construct, measure (for example: balance scales to
determine heavy/light, weather data, nonstandard units for length), and look at objects
(for example: magnifiers
to look at rocks and soils).
b. Make something that can actually be used to perform a task, using paper,
cardboard, wood, plastic,
metal, or existing
objects (for example: paper plate day and night sky models).
SKCS4 Students will use the ideas of system, model, change, and scale
in exploring
scientific and technological matters.
a. Use a model—such as a toy or a
picture—to describe a feature of the primary thing.
b. Describe changes in size, weight, color, or movement, and note which of their
other qualities remains
the same (for example,
playing "Follow the Leader" and noting the changes).
c. Compare very different sizes (large/small), ages (parent/baby), speeds
(fast/slow), and weights
(heavy/light) of both
manmade and natural things.
SKCS5 Students will communicate scientific ideas and activities clearly.
a. Describe and compare things in
terms of number, shape, texture, size, weight, color, and motion.
b. Begin to draw pictures that portray features of the thing being described.
SKCS6 Students will understand the important features of the process
of scientific
inquiry.
Students will apply the following
to inquiry learning practices:
a. In doing science, it is often helpful to work with a team and to share
findings with others.
b. Tools such as rulers, magnifiers, and balance scales often give more
information about things than can
be obtained by just
observing things without help.
c. Much can be learned about plants and animals by observing them closely, but
care must be taken to know
the needs of living
things and how to provide for them (classroom pets).
SKE1 Students will describe time patterns (such as day to night and night
to
day) and objects
(such as sun, moon, stars) in the day and night sky.
a. Describe changes that occur in the sky during the day, as day turns into
night, during the night, and as night turns into day.
b. Classify objects according to those seen in the day sky and those seen in the
night sky.
c. Recognize that the Sun supplies heat and light to the Earth.
SKE2 Students will describe the physical attributes of rocks and soils.
a. Use senses to observe and group rocks by physical attributes such as
large/small, heavy/light, smooth/rough, dark/light, etc.
b. Use senses to observe soils by physical attributes such as smell, texture,
color, particle/grain size.
c. Recognize earth materials— soil, rocks, water, air, etc.
SKL1 Students will sort living organisms and non-living materials into
groups by
observable physical attributes.
a. Recognize the difference between living organisms and nonliving materials.
b. Group animals according to their observable features such as appearance,
size, motion, where it lives,
etc. (for example: A
green frog has four legs and hops. A rabbit also hops.).
c. Group plants according to their observable features such as appearance, size,
etc.
SKL2 Students will compare the similarities and differences in
groups of
organisms.
a. Explain the similarities and differences in animals (color, size, appearance,
etc.).
b. Explain the similarities and differences in plants (color, size, appearance,
etc.).
c. Recognize the similarities and differences between a parent and a baby.
d. Match pictures of animal parents and their offspring explaining your
reasoning (for example: dog/puppy;
cat/kitten; cow/calf;
duck/ducklings, etc.).
e. Recognize that you are similar to and different from other students (senses,
appearance).
SKP1 Students will describe objects in terms of the materials they are made
of and their
physical properties.
a. Compare and sort materials of
different composition (common materials include clay, cloth, paper, plastic,
etc.).
b. Use senses to classify common materials, such as buttons or swatches of
cloth, according to their physical attributes (color, size, shape, weight,
texture, buoyancy, flexibility).
SKP2 Students will
investigate different types of motion.
a. Sort objects into categories
according to their motion (straight, zigzag, round and round, back and forth,
fast and slow, and
motionless).
b. Push, pull, and roll common objects and describe their motions.
SKP3 Students will observe and communicate effects of gravity on objects.
a. Recognize that some things, such
as airplanes and birds, are in the sky, but return to earth.
b. Recognize that the sun, moon, and stars are in the sky, but don’t come down.
c. Explain why a book does not fall down if it is placed on a table, but will
fall down if it is dropped.
SSKCG1 The student will demonstrate an understanding of good citizenship.
a.
Explain how rules are made and why.
b.
Explain why rules should be followed.
SSKCG2 The student
will retell stories that illustrate positive character traits
and will explain how the people in the stories show the qualities of
honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control,
moderation,
and accomplishment.
The student will describe the work that people do (police officer, fire fighter,
soldier, mail carrier, baker,
farmer, doctor, and
teacher).
SSKE2 The student will explain that people earn income by exchanging
their human
resources (physical or mental work) for wages or salaries.
SSKE3 The student will explain how money is used to purchase goods and services.
a. Distinguish goods from services.
b. Identify various forms of U.S. money (coins, currency).
SSKE4 The student will explain that people must make choices because
they cannot have
everything they want.
SSKG1 The student will describe American culture by explaining diverse
community and
family celebrations and customs.
SSKG2 The student will explain that a map is a drawing of a place
and a globe is a
model of the Earth.
a. Differentiate land and water
features on simple maps and globes.
b. Explain that maps and globes show a view from above.
c. Explain that maps and globes show features in a smaller size.
SSKG3
The student will state the street address, city, county, state, nation, and
continent in which
he or she lives.
SSKH1 The student will identify the purpose of national holidays and
describe the
people or events celebrated.
a.
Labor Day
b. Columbus Day (Christopher Columbus)
c. Veterans Day
d. Thanksgiving Day
e. Martin Luther King, Jr. Day
f. Presidents Day (George Washington, Abraham Lincoln, and the current
President)
g. Memorial Day
h. Flag Day
i. Independence Day
SSKH2 The student will identify important American symbols and
explain their
meaning.
a. The national and state flags
(United States and Georgia flags)
b. The bald eagle
c. The Statue of Liberty
d. Lincoln Memorial
e. Washington Monument
f. White House
g. Pledge of Allegiance
h. Star Spangled Banner
SSKH3 The student will correctly use words and phrases related to
chronology and
time to explain how things change.
a. Now, long ago
b. Before, after
c. Morning, afternoon, night
d. Today, tomorrow, yesterday
e. First, last, next
f. Day, week, month, year
g. Past, present, future
