First+Grade

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= = =Utah State Social Studies Core 2010 K-2= ==

=__**Standard 1 Culture**__=

Obj. 1a Recognize differences within their school and neighborhood
This lesson focuses of the purpose for different tools and how when used together the tools can be useful. It then ties in the importance of each individual member to our classroom community. tools



Lesson/Song/Activity Students improvise actions. Insert names like: 'Hey, hey, look at Joe. Make yourself look just like Joe. Discuss how each one of us brings something different to our community that makes it unique or special. Music and Lyrics media type="file" key="Hey, Hey Look At Me.wmv" width="88" height="88" Music Only media type="file" key="Hey, Hey, Look At Me.wmv" width="87" height="87"

Lesson/Song/Activity Being friendly, cooperation and teamwork are learned through movement. Music and Lyrics media type="file" key="Rig-a-Jig Jig.wmv" width="89" height="89" Music Only media type="file" key="music Rig-a-Jig Jig.wmv" width="89" height="89"

**Obj. 1b Share stories, folk tales, art, music, and dance inherent in the neighborhood and community traditions**
Article looks at migration (great example and personal connection) The information found in the first half of this article is to difficult for the first grade classroom, however, __Victoria's Story__ is an amazing story about a little girl who was adopted and migrated to Utah & __Do you have a migration story__? Has some good ideas to get dialogue started about migration @http://historyforkids.utah.gov/jump_in/migration.html

**Suggested Book Title and Use**
Going West by Jean Van Leeuwen (paperback available on Amazon, $5.99) @http://www.amazon.com/Going-West-Picture-Puffins-Leeuwen/dp/0140560963/ref=sr_1_3?ie=UTF8&s=books&qid=1275759843&sr=1-3 A girl and her family face joys and hardships as they move west in a covered wagon Read. What happened to this little girl and her family as they moved out west. Many people moved west for land and religious freedom. If you lived back then, would you have moved west?
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Suggested Book Title ans Use
Title: Araminta's Paint Box ( can be purchased new or used) @http://www.amazon.com/Aramintas-Paint-Aladdin-Picture-Books/dp/0689820917 Description: Araminta and her paint box are moving west. When a wagon wheel breaks and everything tumbles out Aramita is sure she has lost her special paintbox. Follow Araminta and her paint box as they both travel west hopefully to be reunites. A wonderful part of the story tells of of stopping in the Salt Lake Valley. Use: You may read the whole story or tell the story in your own words and read the account of the stop at the great Salt Lake. What was it like? Were there cars, houses? Where did they get their food?

Native American games to teach your students @http://nativeamericans.mrdonn.org/northeast/ojibwa/games.html

Native American Folk Lore

Navajo Traditions @http://nativeamericans.mrdonn.org/southwest/navajo.html

Apache Traditions @http://nativeamericans.mrdonn.org/southwest/apache.html

Hopi Traditions @http://nativeamericans.mrdonn.org/southwest/hopi.html

Pueblo Traditions @http://nativeamericans.mrdonn.org/southwest/pueblo.html

The following documents includes 3 folktales from the Utah area including: The Doctor and the Ghost, Bear Lake Monster, and The Gulls



Fall 2007, __Jump In__ - History for Kids - How clothing has changed over time (article includes many photos and may take several minutes to download)

Article Looks at work children did @http://historyforkids.utah.gov/jump_in/kidsatwork.html Remnants of the past in your own backyard. Looking at housing, art, and history @http://historyforkids.utah.gov/jump_in/summerfun.html

Folk Songs (Rocky Mountains) media type="file" key="Rocky Mountain.wmv" width="89" height="89" media type="file" key="I love the mountains.wmv" width="89" height="89"

Folk Songs (Railroad) media type="file" key="Chicka Hanka.wmv" width="92" height="92"

media type="file" key="Wabash Cannon Ball.wmv" width="95" height="95"

=Obj. 1c Recognize and demonstrate respect for the differences within one's community (e.g. play, associations, activities, friendships).=

This document shares birthday traditions from a variety of cultures (The information in this document was gathered from the book Happy Birthday Everywhere by Arlene Erlbach

The following Document encourages students to find out the name of a peer and the common interest that they share.

The following document highlights a student and provides an opportunity to communicate to that special person in writing.

Lesson Title: Sorting Differences





Lesson Title: Who am I?

Lesson Title: Brand New Kid Venn diagram

Obj, 2a Identify the roles of people in the school
Lesson Title: Interviewing People in the School

=Obj. 2b Explain roles of people in the neighborhood= The following Link is part of Literacy Place. The user clicks on a community helper and it opens up an interactive story about that helper and how they contribute to the community @http://teacher.scholastic.com/commclub/

Lesson Title: What do People Do? http://www.econedlink.org/lessons/index.php?lesson=226&page=teacher

The following link includes a short story, activity, and book suggestions about firefighters @http://www.storyplace.org/preschool/preschool.asp?themeID=21 The previous link focuses on Standard 4, Obj. 1b also.

Suggested Book Title and Use Title: Officer Buckle and Gloria (hard cover available on Amazon, $11.55) @http://www.amazon.com/Officer-Buckle-Gloria-Caldecott-Medal/dp/0399226168 Description: Tells the story of a police officer and his dog and how together, they help their community Use: Discuss the role of police officers in our community

The Following Link provide additional resources (including the video) when using Officer Buckle and Gloria in your classroom. The materials were created for third grade but may be adapted to meet the needs of your students @http://www.rcs.k12.va.us/pfes/third%20grade/reading%20sem%201%20theme%201/officer%20buckle%20and%20gloria/officerbuckleandgloriahome.htm

The following buttons link the user to photos of community helpers and bingo boards. A suggested use for the community helper cards might include placing three of the photos on a pocket chart, stating a brief definition of one of the community helpers (you may use the definitions in the interactive activity provided above at the @http://teacher.scholastic.com/commclub/ address), and calling on students to come forward and select the community helper who matches the definition.

The following is a short interactive story and an extension lesson about what our communities might be like with no Community Helpers @http://www.learnenglish.org.uk/kids/stories/hungry-dragon.swf The following is a print-out of the above story with clip art that can be printed out and shown during the telling of the story

My Neighborhood is an interactive book that shows different places in the community and the purpose for the places @http://www.kizclub.com/storytime/neighborhood/first.html

The following PDF is the same story as above. It can be printed and worked on in your class.

Sesame Street Song: __Who Are the People in your Neighborhood__. Can be used to sing about people in your family, neighborhood, and community.

media type="file" key="Sesame_20Street_20-_20Who_20are_20the_20People_20in_20your_2.wmv" width="85" height="85"

Obj. 2c List and discuss how neighborhoods change over time (new businesses, new neighbors, technology, and rural one room schools)
Historical Pictures These selected pictures show what students learned in school(farming, knitting, child care, dancing, recess, play, performances).They also show transportation differences, roads, school houses, and student dress. A wonderful opportunity for conversation about change over time. These photos were taken from the link below. Additional photos may be found there as well. []

Suggested Book Title and Use
__The Little House__ By Virginia Lee Burton (hardcover available on Amazon, $10.88) @http://www.amazon.com/s/ref=nb_sb_noss?url=node%3D4&field-keywords=the+little+house&x=16&y=17 A little house sees many changes over time as a farming community changes into a city Read. What changes did the little house see? Discuss how changes happen over time. Have you noticed any changes in your neighborhood (neighbors that have moved, houses that have been built, businesses that have been built or changed)
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Article looks at housing in Utah area from past to present @http://historyforkids.utah.gov/jump_in/DoYouLiveInAnApartment.html

Great Article looks at different types of housing in Utah including dugouts and why they were built @http://historyforkids.utah.gov/jump_in/LivingUnderground.html

Article talks about earliest dwelling being caves and how they are similar to and different from modern day housing @http://historyforkids.utah.gov/jump_in/cavesandarchaeology.html

=__**Standard 2 Citizenship**__=

Obj. 1a & 1e Describe behaviors that contribute to cooperation within groups at school and in the neighborhood
Title: Enemy Pie (when preparing to treat an enemy with a most disgusting treat, a boy learns about cooperation and friendship. The following link will lead you to the Screen Actors Guild, **__Storyline Online__**, a site with a collection of stories read by actors. Find Enemy Pie, select Broadband Speed, enlarge the screen and enjoy. You may also click on Download Activity Guide to get information about the author, reader, and additional ideas on what to teach using this book. @http://www.storylineonline.net/ Lesson Idea: In __Enemy Pie__ a pie is made that changes an enemy into a friend. If you wanted to make a friend, what ingredients would you need (in other words, what would you need to do

Obj. 2c Demonstrate respect for others in the neighborhood (e.g., the golden rule - fair play, respect for rights and opinions of others, respect for rules


==Obj. 2d Participate in responsible activities that contribute to the school and neighborhood (e.g., follow teacher directions, put belongings away, participate in discussion, take turns, listen to others, share ideas, clean up litter, report vandalism, give service==

Obj. 3a Identify school symbols and landmarks (i.e., mascot, songs events)
The following documents provide examples of creating a class song and motto that represent and assist in building citizenship in the classroom community

Obj. 3b Identify neighborhood and community symbols and landmarks
The following link provides an interactive opportunity to look at places and people in the community and gives a brief description of what each community helper does. @http://bensguide.gpo.gov/k-2/neighborhood/index.html Lesson Title: Build Your Community @http://www.econedlink.org/lessons/index.php?lesson=285&page=teacher

Obj. 3d Identify National symbols, documents, and land marks (Declaration of Independence, U.S. Constitution, Liberty Bell, Washington Monument)
The following link provides you with an interactive activity about our National Symbols @http://bensguide.gpo.gov/k-2/symbols/index.html The following link will show you other resources found on this site @http://bensguide.gpo.gov/k-2/index.html The following Power Point includes the pictures from Liberty's Journey, which can be used for a Read Aloud or for an extension activity

3d Identify National symbols, documents and landmarks
Lesson Title: Liberty's Journey to Our Town

Obj. 3e Demonstrate respect for patriotic practices and customs (e.g. Pledge of Alliance and flag etiquette).
Lesson Title: I Pledge Allegiance



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=__Standard 3 Geography__ Obj. 1a. Use a compass to locate cardinal directions= Lesson Title: Bug Dance

Lesson Title: On the Move

1d. Identify the United States on a variety of maps and on a globe.


Lesson Title: Me on the Map

Obj. 2a Create a map showing important sites or landmarks on a school or community (i.e.,firehouse, city hall, churches)
Lesson Title: Setting Maps (Read a fairy tale, create a map that represents the setting of the story

Suggested Book Title and Use
As the Crow Flies: A First Book of Maps (paperback available on Amazon, $6.99) @http://www.amazon.com/As-Crow-Flies-First-Book/dp/0689717628/ref=sr_1_1?ie=UTF8&s=books&qid=1275759705&sr=1-1 Various animals move through their environment. A simple map is then shown to represent the animal's movement through the environment Read and Discuss the maps and the symbols used to represent where the animal moved in their environment. After several re-readings and discussion about how symbols are used to represent things in the environment (a tree representing a forest), the teacher may create simple stories about someone in their school (a student in the class, the principal, the lunch lady) and their movement through the school (limit the movements to approximately 3). The teacher would then read each move providing time for the students to represent what's happening. At the conclusion of this activity students could share their maps.
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The Following Link provides lesson plans based on the book __The Three Little Javelinas__ (great for predicting and talking about geography) http://teacherlink.ed.usu.edu/tlresources/units/byrnes-literature/Kirk/KIRK~1.HTM

The following is a fun song that teaches the directions



=__**Standard 4 Financial Literacy**__=

Obj. 1a Identify Examples of Goods and Services in the home and in the school
Lesson Title: Woof! Woof! At Your Service @http://www.econedlink.org/lessons/index.php?lesson=194&page=teacher Lesson Title: Goods and Services @http://www.econedlink.org/lessons/index.php?lesson=642&page=teacher Lesson Title: Community Helpers are at Your Service @http://www.econedlink.org/lessons/index.php?lesson=454&page=teacher

Obj. 1b Explain ways that people exchange goods and services
Lesson Title: A Pet for Beans from 'Jack and the Beanstalk' @http://www.econedlink.org/lessons/index.php?lesson=289&page=teacher

Obj. 1c Explain how people earn money by working at a job.
Lesson Title: This Little Piggy Bank Went to Market @http://www.econedlink.org/lessons/index.php?lesson=318&page=teacher

Obj. 1d Explain the concept of exchanging money to purchase goods and services
Activity Title: Class Store. Ideas for establishing a class store

Letter explaining new core (Financial Literacy) and presenting class store ideas to parents

Reminder letter sent home a few days prior to the activity. Provides information on how to help their child prepare for this activity

Obj. 2b Describe why wanting more than a person can have requires a person to make choices
Lesson Title: Toys for Me: A Lesson on Choice @http://www.econedlink.org/lessons/index.php?lesson=517&page=teacher Lesson Title: Something Good Wants and Needs @http://tcaassets.org/public/lesson-plans/grade-one-wants-and-needs.pdf Lesson Title: Monster Musical Chairs-Activity/Lesson @http://www.stlouisfed.org/education_resources/assets/lesson_plans/MonsterMusicalChairs.pdf Lesson Title: The Mitten @http://www.econedlink.org/lessons/index.php?lesson=726&page=teacher

Obj. 2c Identify choices families make when buying goods and services.
Lesson Title: A Perfect Pet http://www.econedlink.org/lessons/index.php?lesson=468&page=teache