Social Studies 1

Units

Unit Essential Questions Habits Of Mind Content Skills and Processes Assessment Resources Multicultural Dimension Integrated Learning
Social Studies 1

• Who am I?
• Is my opinion the only and best one?
• How am I the same and different from other kids?
• What do other people have to do with me?

*How to describe self as a member of the community
*How to listen to another's point of view respectfully
*How to express own point of view respectfully
*Commonalities with classmates and others outside the classroom
*Similarities and differences
*How to describe one's personal connection with others

*Identify membership in communities outside family and school
*Participate in social action projects
*Locate countries of origin on map
*Participate in discussions about others' cultures
*Identify continents
*Locate continents on a globe/map
*Identify similarities between communities across time and place
*Research and write about cultural environments and the people of those environments

*Classroom participation
*Visual representations
*Written projects
*Individual interview

*Books
*Videos
*Music
*Internet resources
*Maps and globes
*Family artifacts/stories

*There are differences you can see and differences you can't see
*People belong to many groups
*Skin color is one of many ways people create groups
*All people share basic needs
*People can use words to make change
*Everyone impacts our world
*We choose what kind of impact we make by our choices

Food
  • What are the ways plants and animals take care of us and how do we take care of them?
  • How do people interact with plants and animals
  • What strategies do plants and animals use to survive and grow?
  • How do my food choices make me feel?
  • How can courage help us take care of ourselves and our world?

 

Students will know...

  • They can use their 5 sense to "try" foods in different ways.
  • Ways you can prepare food: raw, cooked, preserved (dehydrated, canned, pickled/fermented)
  • Food beliefs, preparation and practices vary among groups.
  • How geographic factors (weather, access to water) affect what people eat?
  • where food comes from: farms, family, gardens, community gardens, supermarkets, farmers markets, restaurants, natural sources
  • Different ways to grow food: farming tools and practicis; hand tools vs. machines
  • What parts of plants and animals are used for food and other purposes.
  • Plants and animals are classified in different ways.
  • Plants and animals use different adaptations to help them survive and grow.  These can vary within species.
  • Parents and their offspring are the same and different.  Parents help their young survive in different ways.
  • Interviewing
  • Using direct experience, print resources (brochures, maps, books, magazines) and film to get information
  • Recording new knowledge
  • Making research-based decisions
  • Cost-benefit analysis
  • Mapping a place where food is produced
  • Classifying animals into mammals, insects, reptiles, amphibians, birds, fish
  • Classifying plants into flowering and nonflowering
  • Identifying different body parts and inferring how they help the plant or animal survive
  • Matching, comparing and contrasting parents and their offspring
  • Comparing and constrasting members of the same and different species
  • Taking the perspective of different groups and their relationship to food

Performance tasks:

  • Adult-created buffet luncheon (pre/post) to assess change in student food choices
  • Design a habitat for mystery creature
  • Grow a transplant for your home or the school garden
  • Field Experiences
  • Books
  • Experts/Guest Speakers
  • Maps/Globes
  • Videos
  • Internet Resources

  • Students will try foods from various cultures within Food Circles to compare and contrast
  • Ethnobotany:  how foods (plants and animals) are used across different cultures
  • Drawing on print resources representing a wide array world cultures
  • Inviting families to share food dishes representing their ethnic heritage