First Grade GPS
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in
SS1H1a.
SS1G3 The student will locate major topographical features of the earth’s surface
c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).
SS1H1 The student will read about and describe the life of historical figures in American history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),Thomas Jefferson
(Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman
(Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver
(science).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present
(food, clothing, homes, transportation, communication, recreation).
ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student
a. Reads and listens to a variety of texts and uses new words in oral and written language.
b. Recognizes grade-level words with multiple meanings.
c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms).
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The
student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters,
problems, events, resolution) of a read-aloud or independently read text.
ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to
literature.
c. Adds details to expand a story.
d. Begins to use organizational structures ( beginning, middle, end, and sequence of events) and strategies (transition
words and time cue words).
e. Begins to develop characters and setting through dialogue and descriptive adjectives.
Our Process:
 As a whole group the class will participate in
each lesson. Then after they have finished all
five lessons the class will be broken into
groups of 4 or 5 students. These students will
create a map of their journey (to one of the
three destinations: The Desert, “Alaska”, and
The Beach), three journal entries, and a list of
all supplies needed to succeed on their
journey.
Table of Contents
 Slide 4~ Movie Maker
Project
 Slide 5~ Major Roles
 Slide 6~Record Keeper
(Solana Wolfe)
 Slide 32~ Map Maker
(Christina Whitten)
 Slide 49~
Meteorologist (
Amanda Dysart)
 Slide 64~Historian (
Gaby Cruz)
 Slide 76~ Data Analyst
( Amanda Saunier)
Our roles…
 Historian
 Record Keeper
 Meteorologist
 Data Analyst
 Map Maker
 By completing each
role, it brings us one
step closer to being
prepared for our
journey!!! By the end of
all lessons we will have
completed our map,
journal entries, and our
list of supplies
Solana Wolfe
Standards:

SS1H1 The student will read about and describe the life of historical figures in American history.

a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),Thomas Jefferson (Declaration of
Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore
Roosevelt (National Parks and the environment), George Washington Carver (science).

b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes,
transportation, communication, recreation).

ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student

a. Reads and listens to a variety of texts and uses new words in oral and written language.

b. Recognizes grade-level words with multiple meanings.

c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms).

ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student

a. Reads and listens to a variety of texts for information and pleasure.

b. Makes predictions using prior knowledge.

c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events,
resolution) of a read-aloud or independently read text.

ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.


c. Adds details to expand a story.

d. Begins to use organizational structures ( beginning, middle, end, and sequence of events) and strategies (transition words and time cue
words).

e. Begins to develop characters and setting through dialogue and descriptive adjectives.
Journal Keeping
 While on their long
journey, Meriwether
Lewis kept a journal of
all the events that
occurred during their
travels. Because of his
journal we have record
of their whole journey!
This is an actual
entry from Lewis’s
journal!
Journal Keeping:
 Keeping a journal is
something that many
people do. They use
them to track events
that happened or
important people,
places and things they
encountered. How
many of you keep a
journal at home?
 What are some things
that you write about in
your journals?
A Newfoundland named Seaman kept Meriwether Lewis
company on his great expedition!
We will be reading from his journal
To learn more about their journey!
First GRADE GPS:
 M1N3. Students will add and subtract numbers
less than 100, as well as understand and use
the inverse relationship between addition and
subtraction.
 h. Solve and create word problems involving
addition and subtraction to 100 without
regrouping. Use words, pictures and concrete
models to interpret story problems and reflect
the combining of sets as addition and taking
away or comparing elements of sets as
subtraction.
This is where Lewis and
Seaman began their
journey!
Meriwether Lewis and Seaman travelled
many miles on there journey!
 Let’s think!!!
 Lewis and Seaman travelled 40 miles the first
day of their journey. On the second day they
travelled ten less miles than they did on
Monday. Then on the third day they travelled
STOP! LET’S
60 more miles!
THINK THIS
THROUGH!
Where
should we
start?
So to answer our problem…
 We know that on the
first day they travelled
40 miles, but the
second day 10 less…So
how can we put this
into a problem to
figure out how many
miles were travelled on
the first two days?
4
0
-1
0
3
0
Now that we know how many
miles were traveled on the
4
0
second day…
 What do we need to do
next?!
 ADD all three days
together!!!
3
0
+6
0
?
?
Let’s look at it like this!
 40+30=?
 70
 Now lets
 add
 70+60=?
Start here!
Now count! We find
that 7+6= 13! So now
we can put back in our
zeros! And we find that
70+60=130!
Now to figure out…
 Now that we figured
out how many miles
they traveled in all
three days we need to
know how many miles
they traveled on the
first and third day!
 Now remember!
 They travelled 40 miles
on the first day and 60
miles on the third day!
So think! What
operation do we need
to use!
We can answer this
question in two
different ways! What
are the two ways we
can use?
We can use either
addition or subtraction!
 130-30= OR 40+60=
 Which method did you
choose? Why?
 Now what was our answer?
100
miles
Now that we know more about
the distances the travelled…
 Let learn a little
more about the
journey Seaman
and Lewis took
with Clark and
Sacagawea.
How they travelled!
How they travelled
Lewis and Clark travelled
by many means . This
chart gives us an idea
about how often they
used each means of
transportation.
80
60
40
20
0
By Foor
By Horse
Boat
Boat
By Foot
By Horse
And now to our story!
 Before reading about
our wonderful
explorers Lewis and
Seaman, we need to
know some key terms
to better understand!
Vocabulary:
 In order to better
understand our story
there are a few key
terms we need to
know.
 These terms are:
 Newfoundland
 Adventure
 Keelboat
 Route
 Hauled
 Legend
Keelboats
A keel boat is a small
water craft that Lewis
and Clark used to cross
the Mississippi to get to
the new Louisiana land.
Newfoundland
A Newfoundland is a
large dog breed.
Seaman, our story
teller, was a
Newfoundland.
Adventure:
 a wild and exciting
undertaking
 Lewis and Clark
undertook a great
adventure by going
beyond the Mississippi
River to explore the
new territory!
Route:
 an established line of
travel
 Lewis and Clark had to
create a map of the
route the took on their
journey!
Hauled:
 To drag or transport
This man is hauling
wood.
Legend:
 caption: brief
description
accompanying an
illustration
You will find this
kind of legend on
a map!
After finishing our story
 After we are finished
reading, we will grab a
sheet of journal paper
and write a brief and
descriptive journal
entry pretending that
you are Lewis and Clark
describing on day on
your journey
 Then after finishing
your entry you will
draw a picture to
illustrate your journal
entry.
Grading rubric
4 points
3 points
2 points
1 point
Sentences
3-5 complete
sentences.
Use of
adjectives to
describe
event. 1
punctuation
error or less
3 complete
sentences. 2
punctuation
errors.
2 complete
sentences. 3-4
punctuation
errors.
1 or less
complete
sentences. 4
or more
punctuation
errors.
Drawing
Very colorful.
Illustrates
sentences.
Easy to see
what drawing
Illustrates
sentences.
Lack of color.
Pencil only
illustration.
Does not
illustrate
sentences
References
 Google images http://www.google.com
 United streaming
 Seaman’s Journal: On the Trail with Lewis and
Clark by Patricia Reeder Eubank
Click on
“Look”
to
watch a
video!
SS1G1 The student will describe the cultural
and geographic systems associated with the
historical figures in SS1H1a.
 SS1G3 The student will locate major
topographical features of the earth’s surface

 c.
Identify and describe landforms (mountains,
deserts, valleys, plains, plateaus, and coasts).
What do you
need on a trip?
•Food
•Clothing
•Tools
•Camping gear
•transportation
What did Lewis and Clark take on
their journey?
Clothing and Food
•Clothing for all Types of weather
•Enough food for everyone
•Items to trade for food
Transportation
•Canoes and boats
•Horses
The
navigating
tools they
really used!!
Equipment and Tools
•Tools for building
•Equipment for camping and navigating
•Weapons for hunting
Their budget was
$2,500
 $696 was spent on
presents for the
Indians
 President Jefferson
told them to
befriend any tribes
they met along the
way.
Budget for Journey

Indian
Presents
28%
Other
Materials
72%
2000
1800
$1,804
1600
1400
1200
1000
800
$696
600
400
200
0
Indian
Presents
Other
Supplies
Let’s see where they
went and what they
saw on the way!
EXPEDITION ROUTE
LETS GO SIGHT SEEING
WHAT DO YOU SEE?
THEIR JOURNEY
Eastern Woodlands
Great Plains
Rocky Mountains
Pacific Northwest
GUESSING GAME


Which place do each
of the pictures belong?
Eastern Woodlands,
Great Plains, Rocky
Mountains, or Pacific
Northwest?
WOW! Lewis
and Clark saw
some amazing
places!
EASTERN WOODLANDS
Lewis, Clark, and their men took
shelter under the trees.
GREAT PLAINS
Buffaloes, deer, elk, and antelope
are some of the animals they
encountered in the Great Plains.
ROCKY MOUNTAINS
Grizzly bears, moose, and more OH MY!!
Can you imagine how Lewis and Clark felt
when they saw a grizzly bear?!
PACIFIC NORTHWEST
Fishing is a big source of food in this
area. Lewis and Clark traded with
tribes here, and they fished with them!
MAP ACTIVITY
I’ve seen what Lewis and Clark saw on
their journey. I want to see your journey
from home to school!
Make a map
Start at your home
Example:
Trees, lake,
mountain,
river
Finish at school
Locations on map
Draw the nature you see on the
way
Include places you see on the
way
Example:
store, library,
hospital
Does it make sense?
Could a friend look at your map
and find their way?
Did you leave off important
details?
RUBRIC
Area
3 points
2 points
1 point
0 points
Logical Route
Route starts at home
and finishes at school,
clear path between
places, a person could
look at map and find
their way
Route starts at home
and finishes at school,
the path between
places is not clear,
person looking at map
can see where to start
and finish but not find
their way
Only a start and finish,
no path
No start, no finish, no
path
Nature
Map includes nature
they see on the way, at
least 3 drawings (lake,
river, creek, fields,
mountains, trees, etc)
Map includes nature
they see on the way,
only 2 drawings (lake,
river, creek, fields,
mountains, trees, etc.)
Map includes nature
they see on the way,
only 1 drawing (lake,
river, creek, fields,
mountains, trees, etc.)
Map has no drawings of
nature
Places
Map includes at least 3
places they see on the
way ( stores,
landmarks, library,
hospital, restaurants,
schools, museums,
etc.)
Map includes only 2
places they see on the
way (stores, landmarks,
library, hospital,
restaurants, schools,
museums, etc.)
Map includes only 1
place they see on the
way (stores, landmarks,
library, hospital,
restaurants, schools,
museums, etc.)
Map includes only 1
place they see on the
way (stores, landmarks,
library, hospital,
restaurants, schools,
museums, etc.)
Google Images
 Discovery Education United Streaming

First Grade
GPS
S1E1. Students will observe, measure, and
communicate weather data to see patterns
in weather and climate.
a. Identify different types of weather and the
characteristics of each type.
Hi my name is Sam Sparks.
I’m a meteorologist.
Meteorologists are people
who study weather. My job is
to understand the conditions
that influence weather and
then predict the
weather.
Today’s weather
for Georgia will
be sunny…
With a 30%
chance of rain
On television you see
meteorologists forecasting the
weather. They use a map of the
United States to show us the
different kinds of
weather that can be found all over
the country. An important job for a
meteorologist is to help people
know what kind of weather to
expect. When we know about the
weather we can decide what kind
of clothing to wear, how to prepare
the garden in case of a freeze or
hail storm, be prepared for
activities outside, or make the
choice to stay indoors to be safe.
What is Weather?
• Weather is what the air outside is like. Look
outside what is the weather like? The
temperature tells how hot or cold the weather
is. Let’s do a fun activity. Let’s compare the
weather! Make a chart about the weather on
your own sheet of paper. Observe and
compare the weather in the morning and in the
afternoon. Tell about the changes.
Today’s Weather
How It…
Looks
Sounds
Feels
Smells
Morning
Afternoon
Hot
Weather
Charecteristics
Cold
Wet
Hot Weather
High Temperature
You get Sweaty
Really Sunny or Sunny
with white clouds
You feel the sun on your
skin – sometimes you get
sunburned and sometimes
you get a tan.
Clothing and other items to wear during hot weather:
Shorts, T-Shirts, Bathing Suits, Sunscreen, Sunglasses, Hats, Tank Tops
Cold Weather
Low to Freezing
Temperatures
You shiver or get
Goosebumps
You can see your
breath
Possible
Snow and Ice
Clothing you wear on cold days.
Pants, Sweaters/Long Sleeves, Jackets, Snow Caps, Scarves, Mittens, Ear Muffs, Boots
Wet Weather
Dark Rain Clouds
Sometimes
Lightning and
Thunder
Puddles
Form
Can’t go outside
Clothing and other items you need for wet weather.
Rain cap, umbrella, rain boots, rain coat
Let’s make a bar graph of the class’s
favorite type of weather. After we are done
making the bar graph, we will answer the
following questions:
1) Which weather type was the most
favorite?
2) Which weather type was the least
favorite?
3) How many people chose hot weather?
Cold weather?
Rainy weather?
4) How many people are in our class? How
did you figure that out from looking at the
bar graph?
Graph
It!
Our Favorite Type of Weather
10
9
Number of Kids
8
7
6
5
4
3
2
1
0
Wet
Cold
Types of Weather
Hot
Hey Kids, I’m back! So I heard
you have been studying Lewis,
Clark, and Sacagawea. Well boys
and girls I have a treat for you.
We will watch a mini video about
Lewis and Clark crossing a
mountain. I need you to think
about the following questions
while watching the video.
Click The
picture of us
to play the
movie!
What type of weather is
in the movie?
What kind of clothing are
they wearing?
Would you suggest
another type of clothing
for them to wear or add to
their outfit?
Map of Lewis
and Clark’s
Journey
Dressing for the Weather
• Lewis, Clark, and Sacagawea need your help! They are going to
places that have different weather. Can you help dress them
properly?
Now it’s YOUR turn!
• You will write a postcard to a friend pretending to be
Lewis, Clark, or Sacagawea discussing the weather
conditions you have come across on your journey. The
background of the postcard will be your choice of the
types of weather we learned about in class – Hot, Cold,
or Wet. You will then create a paper doll of your
character and dress them accordingly to the weather
you have chosen.
Fun Weather Activities and
Websites
Resources
• http://www.dmns.org/NR/rdonlyres/3B87D8E8-5972-485B-A5A6E147245487E1/588/BeaMeteorologist.pdf
• http://streaming.discoveryeducation.com/
• www.googleimages.com
• http://flash.sonypictures.com/shared/movies/cloudywithachanceofme
atballs/site/downloads/wallpapers/cloudy_newsroom_wallpaper_1024
.jpg
• http://filmreviewonline.com/wp-content/gallery/cloudy-with-achance-of-meatballs/pk-26.jpg
• http://csos.movieset.com/download/movieset/s/jcweou/images/kj5j2t560x420.jpg
• http://www.fossweb.com/modulesK2/AirandWeather/activities/whatstheweather.html
• http://www.weatherwizkids.com
• http://www.theweatherchannelkids.com



Theme: Exploration
Grade Level: 1st Grade
Georgia Performance Standards:
1. SS1H1- The student will read about and describe the life of
historical figures in American history.
A. Identify the contributions made by these figures: Benjamin Franklin
(inventor/author/ statesman), Thomas Jefferson (Declaration of Independence),
Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman
(Underground Railroad), Theodore Roosevelt (National Parks and the environment),
George Washington Carver (science).


2. SS1CG1- The student will describe how the historical figures in
SS1H1a display positive character traits of fairness, respect for
others, respect for the environment, conservation, courage,
equality, tolerance, perseverance, and commitment.
Goal: The students will be able to describe the life and positive
character traits of Meriwether Lewis, William Clark, and Sacagawea.
Essential Question: What are positive character traits?

Hello everyone! My name
is Nestor the Worm.
Today I wanted to talk
about some very
important historical
American people. These
people include Meriwether
Lewis, William Clark, and
Sacagawea. Not only did
these people’s actions
affect history, but they
displayed positive
character traits.
What are positive character traits?
A unique feature displayed by all the people in a group
Positive Character Traits
Respect- To think about and have feelings for other
people. Treating others as you would want to be
treated.
Courage- Taking risks to do something important.
Fairness- Working well with others. Recognizing that
everyone is special and important.
The United States
buys the Louisiana
Territory in the
West.
1803
Lewis and Clark
meet Sacagawea.
Winter 1804-1805
1804
Lewis and Clark begin
their journey on May
14.
1806
The journey ends
and the explorers
return home on
September 23.
1.
2.
3.
4.
In Georgia, Lewis learned to live
where?
In the wilderness or the forest
At the age of twenty, Lewis joined
what?
Army
President Thomas Jefferson asked
Lewis to do what?
Explore new bought land in the West
What was Lewis in charge of during
the journey?
Keeping a journal, taking soil
samples, collecting plants, and
choosing people for the journey
1.
2.
3.
How did Clark know Lewis?
They were friends in the army
Clark also learned how to live where?
In the wilderness or the forest
What was Clark in charge of during
the journey?
Keeping a journal, estimating
distances, reading the compass,
leading the boats, and choosing
people for the journey
1.
2.
3.
During the journey Lewis and Clark
met Sacagawea who was?
Shoshone Indian
When Lewis and Clark met Sacagawea
was married and had a what?
Baby
What was Sacagawea in charge of
during the journey?
Interpreting and guiding the
explorers
How did the explorer’s demonstrate positive character traits?
1.
2.
3.
4.
How did they show courage?
By fighting a grizzly bear
How did they show respect?
Treating each other nicely
How did they show fairness?
By working together
To complete the journey, are
all of the positive character
traits important?
Yes
5.
Create a pie chart and bar
chart showing how important
they are.
Fairness
Courage
Respect
0
10
20
30
Respect
Courage
Fairness
How do you show positive character traits at home and school?
Home and School Positive Character Traits Chart
Home
School
treating your parents and
siblings nicely
treating your friends and
teacher nicely
paying attention
paying attention
cleaning after yourself
working well with others
helping your parents
sharing and taking turns
saying please and thank you
saying please and thank you
doing your homework
completing your homework
1.
2.
3.
4.
Choose any explorer
you want: Meriwether
Lewis, William Clark,
or Sacagawea.
Write 1 sentence
describing their
personal life.
Write 1 sentence
describing one of
their positive
character traits.
Draw a picture of your
explorer.
Willow, V. (2006). American Heroes: Lewis and Clark with Sacagawea.
Boston: Houghton Mifflin.
Lewis and Clark’s Historic Trail. Retrieved September 5, 2009, from
http://www.lewisclark.net/
Adler, D. A. (2003). A Picture Book of Lewis and Clark. New York: Holiday
House.
Discovery Education. (2005). The Lewis and Clark Expedition. (didn’t know
creator’s name)
Character Education Network: Character Traits. Retrieved October
7, 2009, from http://charactered.net/main/traits.asp
Wikipedia: Lewis and Clark Expedition. Retrieved September 5 , 2009,
from http://en.wikipedia.org/wiki/Lewis_and_Clark_Expedition
Images. Retrieved October 6, 2009, from
http://images.google.com/imghp?hl=en&tab=wi
Data Analyst
By: Amanda Saunier
Table of Contents
•
•
•
•
•
GPS
Video about graphing
Dana the Data Analyst
Overview
Safari Adventure
– Tally Chart
•
•
•
•
•
•
What is a picture graph?
Make your own picture graph
What is a bar graph?
Make your own bar graph
Steps to creating a graph
Favorite Ice Cream Graph
• GPS:
M1D1 Students will create simple tables and graphs,
and interpret them.
a. Interpret tally marks, picture graphs, and bar graphs.
b. Pose questions, collect, sort, organize and record data using
objects, pictures, tally marks, picture graphs, and bar graphs.
• Goal:
After learning about picture graphs and bar graphs,
students will be able to create their own picture
graph and bar graph using data given to them.
Click inside the tv to see a
video!
I can’t wait
to tell you
about my
job!
DANA
Hi, I’m Dana, the Data
Analyst. My job is to collect
information and decide
what’s important. I often put
my findings into graph form.
In this activity, we will be
putting our information into
bar graphs and picture
graphs.
Overview…
• On Lewis and Clark’s expedition
across the United States, they
encountered many animals.
• Let’s take our own pretend
journey and see what animals
we can spot.
We’re Going on a Safari!!
Look!! There’s 3 zebras
drinking from the
pond…
A momma giraffe feeding her two babies…
2 lions resting in the grass…
1 elephant grazing in the grass…
And 4 baby monkeys…
Let’s Make a Tally Chart for What We
Saw…
Animals at the Safari:
Zebras
Giraffes
Lions
Elephants
Monkeys
What is a Picture Graph?
Easily compare information using
pictures.
Also known as a Pictograph.
Picture Graphs have:
1. A title
2. Pictures or symbols
3. Labels
4. A key
1 student
• Now we’re going to make a picture graph with
what we found.
Questions:
Animals That We Saw on Our Safari
Zebras
Giraffes
Lions
Elephants
Monkeys
How many zebras did we see on our
safari?
Answer: 3
How many elephants did we see on
our journey?
Answer: 1
Which animal did we see the most of?
Answer: Monkeys
Which animal did we see the least of?
Answer: Elephants
What is a Bar Graph?
Bar graphs have 4 parts:
1. Title
2. Labels
There are always two labels on a
bar graph!
3. Bars
4. Scale
•Let’s try it with a bar graph…
Animals We Saw on Our Safari
5
4
Which animal did we
see the most of?
Answer: Monkey
3
2
1
0
Questions:
z
e
b
r
a
s
g
i
r
a
f
f
e
s
l
i
o
n
s
e
l
e
p
h
a
n
t
s
m
o
n
k
e
y
s
Which animal did we
see the least of?
Answer: Elephant
Now You Try…
Steps to creating a bar graph:
1. Tally Chart
2. Draw bars on graph
3. Color bars.
Steps to creating a picture graph:
1. Tally Chart
2. Draw and color your symbols on the
graph
YOUR TURN!
What is your favorite ice cream flavor?
vanilla?
chocolate?
moose tracks?
strawberry?
Make Your Graphs…
Using the template provided
and the tally chart on the
board, make your own bar
graph and picture graph
showing your class’ favorite
ice cream flavor.
References
• Data Collection and Graphing. Slim Goodbody.
(2000). Retrieved October 19, 2009, from
Discovery Education:
http://streaming.discoveryeducation.com/
• Google Images. (2009). Retrieved October 1,
2009, from Google: www.google.com
• Nussbaum, G. (2005-2006). Lewis and Clark
Animals. Retrieved from
http://www.mrnussbaum.com/lacanimals.htm