1st Grade Science and Social Studies
Fall Semester | ||||
Unit Title | Be a Good Citizen | Describing Our World | Discovering Life’s Connections | Technology: Connect, Play, Move |
Time | 2 Weeks | 7 Weeks | 5 Weeks | 8 Weeks |
Understandings | Students will create classroom rules and explain why the rules are important for your classroom community.
Students will identify rules at home and explain why they are important for your family.
Students will identify laws in the community and explain why they are important for citizens.
Students will identify authority figures at home, at school, and in the community, and describe their responsibilities.
Students will identify characteristics of good citizenship and describe ways people can show good citizenship at school, home, and in the community. | Students will use spatial terms, such as over, under, near, far, above, next to, in front of, left, and right to describe relative location of self and objects in the classroom and school.
Students will identify and explain the purpose of map elements including a title, key/legend, and compass rose.
Students will create a map of their school and use the map to describe relative locations using spatial terms and cardinal directions.
Students will locate Texas, San Antonio, and surrounding cities on a map and describe the locations using cardinal directions.
Students will use maps to explore Texas’ resources by identifying major bodies of water such as the Gulf of Mexico, the Rio Grande river, San Antonio River, and Canyon Lake.
Students will compare the properties (clarity, color, size, shape) of bodies of water by using maps and photographs and classify them as freshwater and saltwater.
Students will use stream tables to model and describe how water can move rock and soil particles from one place to another.
Students will use Smartscopes to investigate and describe the properties of different types of soil.
Students will explore how plants use rocks, soil and water to grow. and explore how animals and humans use rocks for shelter, soil to provide food, and water to survive.
Students will locate the United States on a map and describe its location using cardinal directions and identify and describe landforms in the United States, such as mountains, hills, valleys, plains and coastal plains.
Students will describe and predict the patterns of seasons in the year (winter, spring, summer, fall) and changes in nature, such as temperature and weather changes, leaves falling and changing colors, etc.
Students will create a weather chart to describe and record observable characteristics of weather, including hot or cold, clear or cloudy, calm or windy, and rainy or icy.
Students will describe how geographic location and weather influence shelter, clothing, food, and activity choices.
| Students will classify living and nonliving things based on whether they have basic needs such as needing food,water, air, shelter and produce young.
Students will describe a variety of ways that families meet basic needs, such as providing different types of shelter, food, water, clothing and care.
Students will describe examples of interactions and dependence between living and nonliving things, such as plants taking in water from soil and fish breathing in oxygen from the water.
Students will identify and illustrate how living organisms depend on each other by providing energy through food chains
Students will observe and identify the external structures of different animals and compare how those structures help animals move and meet their basic needs including air, water, food, and shelter
Students will record and describe the life cycle of an eagle, deer, and fish and compare how the young resemble the adults.
| Students will describe how communication technology allows families to communicate quicker, easier and across long distances.
Students will identify the contributions Alexander Graham Bell made to communication technology, including his invention of the telephone.
Students will describe how technology for recreation allows families more access to varied opportunities to enjoy time together.
Students will identify the contributions Thomas Edison made to recreation, including his invention of the light bulb, phonograph and motion picture camera.
Students will identify different ways we use heat in our everyday lives.
Students will explore and explain how heating and cooling can change the texture and shape of materials, noting that some changes are reversible, while others are not.
Students will describe how transportation technology has allowed families, communities and products to move farther and faster.
Students will identify the contributions Garrett Morgan made to transportation technology, including the development of the three-light traffic signal.
Students will use a simple puzzle to demonstrate and explain that systems are composed of parts that can be taken apart and put back together.
Students will apply pushes and pulls to a variety of objects to explore and explain how these forces can start, stop, or change the speed or direction of an object.
Students will plan and conduct a descriptive investigation that explores how pushes and pulls can change the speed or direction of an object.
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TEKS | Science
Social Studies 1.10B, 1.10A, 1.11A, 1.12A i | Science 1.10C, 1.10B, 1.11A, 1.10A, 1.1E, 1.1D, 1.1G, 1.9A, 1.10D
Social Studies 1.3A, 1.4A, 1.3B, 1.4B, 1.5A, 1.16C, 1.17D, 1.5B | Science 1.12A, 1.12B, 1.12C, 1.13A, 1.13B, 1.13C
Social Studies 1.6A, 1.6B, | Science 1.8A, 1.6B, 1.8B, 1.6C, 1.7A, 1.7B
Social Studies 1.15A, 1.15B, 1.15C |
Skills TEKS | Science
Social Studies 1.18A, 1.17F, 1.17E | Science 1.1E, 1.1D, 1.1G, 1.1A, 1.1F, 1.3A, 1.3B, 1.1B, 1.2D, 1.4A 1.5D, 1.5A, 1.5B
Social Studies 1.16A. 1.16C, 1.17C, 1.17D, 1.17E, 1.18B
| Science 1.1G, 1.1D, 1.1E, 1.1F, 1.1B, 1.1A, 1.1B, 1.2D, 1.3B 1.5F
Social Studies 1.17C, | Science 1.4A, 1.1E, 1.1F, 1.1A, 1.1B, 1.2B, 1.3A, 1.3B, 1.3C, 1.1D,
Social Studies 1.6A, 1.17A, 1.17C, 1.17D, 1.17E |
Spring Semester | |||
Unit Title | Technology: Connect, Play, Move | Goods Galore and Services to Explore | Celebrating Us |
Time | 8 Weeks | 5 Weeks | 9 Weeks |
Understandings | Students will describe how communication technology allows families to communicate quicker, easier and across long distances.
Students will identify the contributions Alexander Graham Bell made to communication technology, including his invention of the telephone.
Students will describe how technology for recreation allows families more access to varied opportunities to enjoy time together.
Students will identify the contributions Thomas Edison made to recreation, including his invention of the light bulb, phonograph and motion picture camera.
Students will identify different ways we use heat in our everyday lives.
Students will explore and explain how heating and cooling can change the texture and shape of materials, noting that some changes are reversible, while others are not.
Students will describe how transportation technology has allowed families, communities and products to move farther and faster.
Students will identify the contributions Garrett Morgan made to transportation technology, including the development of the three-light traffic signal.
Students will use a simple puzzle to demonstrate and explain that systems are composed of parts that can be taken apart and put back together.
Students will apply pushes and pulls to a variety of objects to explore and explain how these forces can start, stop, or change the speed or direction of an object.
Students will plan and conduct a descriptive investigation that explores how pushes and pulls can change the speed or direction of an object.
| Students will define goods as products that are made by people and provide examples such as a bed in a home, a desk at school, and a road in a community.
Students will define services as activities that are provided by people and provide examples such as mowing a lawn at home, teaching at a school, and collecting garbage in the community.
Students will describe a variety of ways that people exchange goods and services, including buying and selling with money and trading goods and services for each other.
Students will identify a market as a location where buyers and sellers can exchange goods and services.
Students will list examples of people wanting more than they can have, such as food, toys, bigger houses, and vehicles.
Students will explain that scarcity is not having enough of what they want and requires other choices to be made, such as choosing something different, waiting for later, or not getting anything at all.
Students will identify choices families make when buying goods and services, such as what to purchase, when and where to make a purchase, and how much to spend.
Students will explore a variety of goods and organize them in categories based on observable physical properties.
Students will relate tools to the appropriate job and describe the characteristics of a job well performed, such as high- quality, appropriate work.
Students will describe how jobs such as construction workers, factory workers, and farmers create goods and describe how jobs such as servers, hair-dressers and first responders provide services.
| Students will research and describe why a variety of community customs, holidays and celebrations were created.
Students will compare holidays and celebrations by identifying similarities and differences.
Students will share family and community beliefs, languages and traditions, and identify why they are important.
Students will explain that folktales and legends reflect common beliefs or lessons of a community.
Students will identify historical figures, such as Benjamin Franklin and Eleanor Roosevelt, and scientists, such as Katherine Johnson and Sally Ride, that showed good citizenship qualities, including equality, respect, participation in the government, and responsibility.
Students will explain that conserving water is important and describe ways to both conserve and protect this limited resource.
Students will research and describe why a variety of state and national holidays and celebrations were created.
Students will identify Sam Houston and George Washington as military leaders who later became first presidents.
Students will identify Abraham Lincoln and Martin Luther King Jr. as leaders who played a role in improving the rights for African American people in the U.S.
Students will discuss similarities and differences in contributions between Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr. Students will identify and describe the roles of public officials including mayor, governor, and president.
Students will identify the United States flag, Liberty Bell and Statue of Liberty as national symbols of freedom and independence, recite the Pledge of Allegiance, the anthem, The Star Spangled Banner, and national motto, In God We Trust.
Students will identify the Texas flag and the Alamo as state symbols of freedom, recite the pledge to the Texas flag, the anthem, Texas, Our Texas, and state motto, Friendship.
Students will use a variety of voting methods to practice voting on classroom decisions to explain voting is a way of making choices.
Students will reflect upon American customs and celebrations and explain why we value individualism and freedom as a nation.
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TEKS | Science 1.8A, 1.6B, 1.8B, 1.6C, 1.7A, 1.7B
Social Studies 1.15A, 1.15B, 1.15C | Science 1.6A
Social Studies 1.7A, 1.7B, 1.7C, 1.8A, 1.8B, 1.8C, 1.9A, 1.9B | Science 1.4A, 1.4B, 1.11B, 1.11C
Social Studies 1.1A, 1.1B, 1.14A, 1.14B, 1.12A, 1.12B, 1.2A, 1.2B, 1.11B, 1.13A, 1.13B, 1.13C, 1.13D, 1.13E |
Skills TEKS | Science 1.4A, 1.1E, 1.1F, 1.1A, 1.1B, 1.2B, 1.3A, 1.3B, 1.3C, 1.1D,
Social Studies 1.6A, 1.17A, 1.17C, 1.17D, 1.17E | Science 1.1E, 1.1F, 1.2B 1.5E, 1.5C
Social Studies. 1.16A, 1.16C, 1.16D, 1.17C, 1.17E, 1.18B | Science 1.3A, 1.3B, 1.3C, 1.1A, 1.1F
Social Studies 1.13C, 1.14C, 1.16B, 1.16C, 1.17C, 1.16, 1.17D, 1.16C, 1.18A |