INSTRUCTIONAL FOCUS DOCUMENT Grade 1 Estudios Sociales,Social Studies

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1 State Resources: IFD Legend Bold, italic black: Knowledge and Skill Statement (TEKS) Bold black: Student Expectation (TEKS) Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity) Italics blue: provides unit level clarification Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units EXEMPLAR LESSONS Grade 01 Social Studies Unit 08 Exemplar Lesson 01: Comparing Physical and Human Characteristics of a Place Grade 01 Social Studies Unit 08 Exemplar Lesson 02: Location Affects Human Characteristics Grade 01 Social Studies Unit 08 Exemplar Lesson 03: Why Maps Are Important Estudios Sociales Grade 01 Unit 08 Exemplar Lesson 01: Comparando características físicas y humanas de un lugar Estudios Sociales Grade 01 Unit 08 Exemplar Lesson 02: El lugar afecta las características humanas Estudios Sociales Grade 01 Unit 08 Exemplar Lesson 03: Por qué los mapas son importantes RUBRIC(S) FOR PERFORMANCE INDICATORS Grade 01 Social Studies Unit 08 Rubric 01 Grade 01 Social Studies Unit 08 Rubric 02 Grade 01 Social Studies Unit 08 Rubric 03 RATIONALE: This unit bundles student expectations that relate to the environment and human characteristics of places. Prior to this unit, in Kindergarten, students were introduced to the concept of human characteristics of place and learned about how people make a living and that the food, clothing, and shelter people use is often related to the physical environment. They expanded their knowledge of physical characteristics of place the the previous unit. In Kindergarten, students frame page 1 of 12

2 of reference was the classroom and school; in first grade they widen their scope to include the community. During this unit students learn about human characteristics of place and are able to differentiate between physical and human characteristics of places. They practice using cardinal directions (learned in the previous unit) and apply skills to use and create maps. Creating a map requires that they change the 3-dimensional world in which they live into a 2- dimensional representation of that world while keeping intact the physical relationships between things in the 3-D world. Students are also introduced to using graphs and data to learn about places. They use information about places to make inferences about the places based on the knowledge they have of geographic concepts related to physical and human characteristics of place. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: None identified. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Grade 01 Social Studies Unit 08 PI 01 Categorize pictures as either physical characteristics of place or human characteristics of place and explain the difference. Then choose one natural resource shown in a picture and, orally or in writing, describe its possible uses/products. Standard(s): 1.6A, 1.6B, 1.17C, 1.18A ELPS ELPS.c.1E Human Characteristics of Place Physical Characteristics of Place Natural Resource Human and physical characteristics shape communities and affect how people live. page 2 of 12

3 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Grade 01 Social Studies Unit 08 PI 02 Perform a puppet play where two puppets discuss the local community and tell how the human characteristics of the place are affected by the physical characteristics of the place. Standard(s): 1.6A, 1.6C, 1.18A ELPS ELPS.c.1E Physical characteristics Human characteristics Relationship Physical characteristics of a place influence the human characteristics of a place. Grade 01 Social Studies Unit 08 PI 03 Create a map of the playground. Write or dictate at least 3 sentences explaining the map using geographic terms. Use cardinal directions and include information about relative location of items on the map. Standard(s): 1.4A, 1.4B, 1.5A, 1.18A, 1.18B ELPS ELPS.c.1C Direction Relative location Maps provide information about places. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Human characteristics of place human characteristics of places include the types of houses people build, the ways they earn a living, the games children play, the languages people speak, their religious beliefs, their ethnicity, the daily schedules they follow, the foods they eat, and how they govern themselves. Relative location the position of a place in relation to another place is its relative location page 3 of 12

4 1.2 History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation. The student is expected to: 1.2B identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and Richard Allen, and other individuals who have exhibited individualism and inventiveness Identify HISTORICAL FIGURES WHO HAVE EXHIBITED INDIVIDUALISM AND INVENTIVENESS Inventiveness Garrett Morgan Inventor and businessman who invented many safety and lifesaving devices, including a gas mask and smoke protector, as well as one of the first U.S. patents for a traffic signal (1923, Cincinnati). He used his gas mask to rescue 32 men trapped during an explosion in a tunnel 250 feet below Lake Erie. His Safety Hood and Smoke Protector won a gold medal from the International Association of Fire Chiefs. Son of former slaves, born in Other individuals 1.4 Geography. The student understands the relative location of places. The student is expected to: 1.4A locate places using the four cardinal directions Locate page 4 of 12

5 PLACES By using cardinal directions north, south, east, west Ex: classsroom, local map, state map Locations on school, community, and state maps 1.4B describe the location of self and objects relative to other locations in the classroom and school. Describe LOCATION OF SELF AND OBJECTS RELATIVE TO OTHER LOCATIONS IN THE CLASSROOM AND SCHOOL Relative location: The position of a place in relation to another place is its relative location. Where is the student s home relative to school? Near or far? North, south, east, or west? Where is the school in comparison to the park? All locations are described in relation to some known point. Over, under, near, far Left, right North, south, east, west 1.5 Geography. The student understands the purpose of maps and globes. The student is expected to: 1.5A create and use simple maps such as maps of the home, classroom, school, and community Create, Use MAPS TO IDENTIFY LOCATION page 5 of 12

6 Home (e.g., garage, kitchen, bedroom) Classroom (e.g., door, teacher s desk, student s desk, pencil sharpener) School (e.g., classroom, school office, cafeteria, nurse, library, playground, gym) Community (e.g., school, post office, park, library, fire station, streets, my house) State map (e.g., area towns, capital, big cities) 1.6 Geography. The student understands various physical and human characteristics. The student is expected to: 1.6A identify and describe the physical characteristics of place such as landforms, bodies of water, natural resources, and weather Identify, Describe PHYSICAL CHARACTERISTICS OF PLACE Physical characteristics of place features of the Earth that result from climatic and tectonic processes Physical characteristics of place include: Landforms features of Earth s surface (plains, mountains, deserts, hills, valleys, coastal regions) Bodies of water water accumulates in natural or man-made depressions (tanks, ponds, lakes, oceans, rivers) Natural resources items provided by nature from which people produce goods and provide services (water, soil, trees, oil) page 6 of 12

7 Weather (climate, temperature, precipitation, wind) 1.6B identify examples of and uses for natural resources in the community, state, and nation Identify EXAMPLES AND USES FOR NATURAL RESOURCES IN THE COMMUNITY, STATE, AND NATION Natural resource examples water, soil, vegetation, minerals, metals, trees Energy examples oil, coal, lumber, natural gas, solar power, water Mineral examples gold, copper, lead, iron, mercury, nickel, silver, tungsten, zinc 1.6C identify and describe how the human characteristics of place such as shelter, clothing, food, and activities are based upon geographic location. Identify, Describe HOW HUMAN CHARACTERISTICS ARE BASED UPON GEOGRAPHIC LOCATION Human characteristics of places include the types of houses people build, the ways they earn a living, the games children play, the languages people speak, their religious beliefs, their ethnicity, the daily schedules they follow, the foods they eat, and how they govern themselves. Human characteristics of place influenced by page 7 of 12

8 geographic factors Shelter (types of houses) Clothing Food Activities (ways of earning a living, games children play, recreation) 1.8 Economics. The student understands the concepts of goods and services. The student is expected to: 1.8A identify examples of goods and services in the home, school, and community Identify GOODS AND SERVICES Goods a physical product; things people can touch and feel Examples of goods in the home: food, toys, computer, clothes, sink Examples of goods in the school: food, books, desks, pencils, computers Examples of goods in the community: vegetables and fruits, cars, clothes, furniture, traffic lights, Services non tangible things provided by people to other people Services in the home: take out the trash, walk the dog, set the table Services in the school: safety patrol, PTA volunteers, page 8 of 12

9 Government Services in the community: police department, fire department, trash collecting 1.9 Economics. The student understands the condition of not being able to have all the goods and services one wants. The student is expected to: 1.9A identify examples of people wanting more than they can have Identify EXAMPLES OF PEOPLE WANTING MORE THAN THEY CAN HAVE Concept of scarcity (of money or goods) Concepts of wants/needs Borrowing money to buy something Spending more than what you earn or more than you can afford 1.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 1.17C sequence and categorize information. Sequence, Categorize 1.18 Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: INFORMATION 1.18A express ideas orally based on knowledge and experiences Express IDEAS ORALLY page 9 of 12

10 Ideas based on knowledge Ideas based on experiences 1.18B create and interpret visual and written material. Create, Interpret MATERIALS Visual, written material Pictures Symbols Electronic media Maps Artifacts Graphs Timelines SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: 1.17A Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music. 1.17B Obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts. 1.17C Sequence and categorize information. page 10 of 12

11 SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: 1.18A Express ideas orally based on knowledge and experiences. 1.18B Create and interpret visual and written material Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: 1.19A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 1.19B Use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of page 11 of 12

12 ELPS# ELPS.c.1C ELPS.c.1E SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. English language proficiency. The student is expected to: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment page 12 of 12