Asheboro City Schools
st
1 Grade
Conceptual Lens: Influences
Time Frame: 3rd six weeks of school
UNIT TITLE: Life Lessons
Learning Target:
Students will understand how the lessons they learn affect their
everyday lives.
Authors: Sharon Blalock, Sarah Bartlett, Molly Maness, Sarah Gallimore, Sarah Coatoam, & Melanie McDonald
Enduring Understanding: Lessons learned affect our lives everyday.
Social Studies
Geography and Environmental Literacy
1. G.2.2 Explain how people use natural
resources in the community.
1. G.2.3 Explain how the environment impacts
where people live (urban, rural, weather,
transportation, etc.).
Concept: “Influences”
Standards
Economics and Financial Literacy
1. E.1.1 Summarize the various ways in which
people earn and use money for goods and
services.
1. E.1.2 Identify examples of goods and services
in the home, school and community.
1. E.1.3 Explain how supply and demand affects
the choices families and communities make.
Life
Lessons
Health
Mental and Emotional Health
1. MEH.1.1 Use effective communication to express and
cope with emotions
1. MEH.1.2 Use methods of positive coping with
disappointment and failure
1. MEH.1.3 Classify stressors as eustress or distress.
Personal and Consumer Health
1. PCH.1.1 Recognize that germs produce illness and can
be spread from one person to another
1. PCH.1.2 Use measures for preventing the spread of
germs
1. PCH.2.1 Illustrate symptoms of sickness and measures
for getting well.
1. PCH.3.1 Identify safety hazards in the home and injury
prevention strategies
1. PCH.3.2 Identify items that can cause burns, strategies
to prevent fire and burn injury
1. PCH.3.3 Execute the Stop, Drop, and Roll response.
1. PCH.3.4 Execute an emergency phone call.
English Language Arts
RL.1.3: Describe characters, settings, and
major events in a story, using key details.
RL.1.2: Retell stories, including key
details, and demonstrate understanding of
the central message or lesson.
RI.1.6: Distinguish between information
provided by pictures or other illustrations
and information provided by the
words in a text.
W.1.3: Write narratives in which they
recount two or more appropriately
sequenced events, include some details
regarding what happened, use temporal
words to signal event order, and provide
some sense of closure.
L.1.2: Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
L.1.2(b): Use end punctuation for
sentences.
RF.1.4: Read with sufficient accuracy and
fluency to support comprehension.
RF.1.4(b): Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.
Learning Target:
Students will understand how the lessons they learn affect their everyday
lives.
Structure of Knowledge
Unit Title
Learning Target:
(Suggested Schedule/ Change to meet your needs)
Safety
Life Lessons
Economic
Life Lessons
Geography
Life Lessons
Safety Hazards
Emergency Procedures
Money
Goods and Services
Supply and Demand
Natural Resources
Environmental Impacts
How Understanding Safety
is a Life Lesson
How Our Economic
Literacy is a Life Lesson
How Our Geographic
Literacy is a Life Lesson
Students will understand
necessary steps to identify,
prevent and respond to
unintentional injury.
Students will understand basic
economic concepts. Students will
understand goods and services with
respect to ways people earn and use
money as well as examples within the
home, school and community. They
will be able to explain how supply and
demand affect choices.
Students will understand how
humans and the environment
interact within the local
community.
Stage 1 – Desired Results
Learning Target:
Standards
Common Core State
Standards and North
Carolina Essential
Standards
Understandings
What do students
need to understand?
Questions
What guiding
questions will foster
inquiry,
understanding, and
transfer of learning?
Content
What do students
need to know?
Skills
Learning Targets
What do students
(I can statements)
need to be able to do?
Social Studies
Economics and
Financial Literacy
1.E.1.1 Summarize the
various ways in which
people earn and use
money for goods and
services.
Students will need to
understand that
people need to work
in order to earn
money and that
people use money to
purchase goods and
services.
Why do we need to
earn money?
What are some
examples of ways to
earn money?
What are some jobs
that we pay people to
do? (services)
What are some things
that we purchase with
money? (goods)
People use money
they earn to buy
goods and services
Businesses incur
costs by hiring
individuals and earn
revenue by selling
goods and services
Individuals earn
income by working for
various businesses
Distinguish between
goods and services
Students will be able
to explain how people
earn money and ways
they use it. Students
will be able to
distinguish between
goods and services.
I can tell the different
ways people earn and
use money.
1.E.1.2 Identify
examples of goods
and services in the
home, school and
community.
Students will need to
understand the
difference between
goods and services
and that producers
and consumers
impact goods and
services.
What are some
examples of goods
and services at home?
At school? In our
community?
Goods are food,
clothing, etc. Sevices
are fireman,
policeman, lawn
maintenance care
takers, banking, etc.
The difference
between goods and
services.
Students will be able
to give examples of
goods and services.
(home, school, and
community)
I can give examples of
goods and services.
1.E.1.3 Explain how
supply and demand
affects the choices
families and
communities make.
Students will need to
understand the
concept of supply and
demand. That supply
and demand may
influence choices that
families and
communities make.
Students will need to
know that scarcity
impacts lives and its
role in decisionmaking.
What does the term
“supply” mean?
“demand” mean?
Can you give
examples of scarcity
in the classroom?
(what do we need
more of)
Why is it scarce?
How do our choices
affect supply and
demand in our
classroom?
The process of making
choices using
available resources
and why people
cannot have
everything that they
want. The definition
of supply and
demand.
Students will be able
to explain how supply
and demand affect
choices they make in
their lives. Students
will be able to define
supply and demand.
I can explain supply
and demand and how
it affects the choices
we make.
Social Studies
Geography and
Environmental
Literacy
1.G.2.2 Explain how
people use natural
resources in the
community.
Students will need to
understand what
natural resources and
how humans use
natural resources in
their everyday lives.
What are natural
resources?
Can you give some
examples of natural
resources?
Can you explain ways
in which we use
natural resources?
A natural resource is
something from Earth
that people use.
Some examples of
natural resources are
rocks, minerals, land,
soil, water, air &
animals and plants.
Students will be able
to list natural
resources. Students
will be able to explain
ways we use natural
resources.
I can name natural
resources.
I can tell ways that we
use natural resources.
1.G.2.3 Explain how
the environment
impacts where people
live (urban, rural,
weather,
transportation, etc.)
Health Education
Personal and
Consumer Health
1.PCH.3.1 Identify
safety hazards in the
home and injury
prevention strategies.
Students will need to
understand how the
environment impacts
where they live.
Students will
understand that there
are various safety
hazards in the home
that can lead to
injuries and how it is
an important life
lesson to know
prevention strategies
to stay safe.
How does weather
impact where you
live?
What type of
transportation do you
use in your
community?
What does Urban
mean?
What does Rural
mean?
How would you
describe the area in
which you live?
People live in
different types of
environments; urban
and rural.
Weather impacts how
we live; how we
dress; what we eat;
what we do for fun;
transportation.
Why is it important to
stay safe?
What are safety
hazards?
What are examples of
safety hazards in the
home?
What are examples of
preventions
strategies?
It is important to
understand and
identify safety hazards
and prevention
strategies in order to
stay safe.
Students will be able
to explain different
types of
environments.
Students will be able
to explain how the
weather impacts their
community.
I can explain what an
urban/rural
community is.
I can explain how the
environment plays a
part in our day to day
lives.
Students will be able
to explain different
types of
transportation in their
community and how
the weather impacts
how they get around.
Students will be able
to identify safety
hazards in the home.
Students will be able
to explain how to
prevent injuries in and
around their home.
I can identify safety
hazards in my home.
I can identify
prevention strategies.
I can explain why
safety is important.
1.PCH.3.2 Identify
items that can cause
burns, strategies to
prevent fire and burn
injury.
Students will
understand the
importance of fire
safety through the
awareness of items
that cause fires &
burns, as well as how
prevent fire and burn
injuries.
1.PCH.3.3 Execute the
Stop, Drop, and Roll
response.
Students will
understand the
importance of the
stop, drop, and roll
response, as well as
how to perform the
procedure.
1.PCH.3.4 Execute an
emergency phone
call.
Students will
understand that you
dial 911 for an
emergency.
Why is fire safety
important?
What are examples of
items that can cause
burns?
What are examples of
strategies to prevent
fires?
What are examples of
strategies to prevent
burns?
Why do we stop, drop
and roll?
The importance of fire Students will be able
safety.
to list items that may
cause burns.
Items that can cause
burns & strategies to
Students will be able
prevent fire and burn to explain how to
injury.
prevent fire and burn
injuries.
How do we stop,
drop, and roll?
If clothing is on fire,
we stop running, drop
to the floor and drop
to the ground and
then roll around to
extinguish the fire.
Students will
understand that using
this process will help
extinguish a fire; as
appose to running
which may
allow
the
Students
will
know
fire
to
spread.
what classifies as an
emergency.
What is an
emergency?
How do you dial
numbers on a phone?
When should you call
911?
The importance of
stop, drop and roll.
Students will know
how to use a keypad
on a telephone.
I can explain why fire
safety is important.
I can identify
examples of items
that cause burns.
I can identify
examples of strategies
to prevent fires and
burns.
Students need to
I can stop, drop, and
know how to execute roll.
the stop, drop and roll
response.
Students will know
how to make an
emergency phone call
and explain how to do
it.
Students will be able
to give an example of
a situation that
classifies as an
emergency.
I can dial 911 in an
emergency.
I can give examples of
situations that could
be emergencies.
English/ Language
Arts
Students will
understand that there
are different elements
of a story including
characters, settings,
events, and key
details.
Who are the
characters?
Where is the setting?
What happened in the
story?
How can we generate
descriptive words
about the characters
and the setting?
Students will know
that fiction consist of
elements that include
setting, characters,
and major events.
RL.1.2: Retell stories,
including key details,
and demonstrate
understanding of the
central message or
lesson.
Students will
understand that
retelling the story can
help them understand
the central message.
What happened at
the beginning?
Middle? End of the
story?
Students will know
that stories consist of
a beginning, middle
and end.
Students will include
key details to
demonstrate their
understanding of the
central message of
the story.
RI.1.6: Distinguish
between information
provided by pictures
or other illustrations
and information
provided by the
words in a text.
Students will
understand that they
can use the
illustrations to gather
information about a
story.
Students will
understand that they
can use the words to
gather information
about a story.
What is happening in
the pictures?
Do the words match
the picture?
Can you gather
information from the
text and illustrations?
Students will know
that they can use
pictures and the text
to gain information
about the story.
Students can read the
text to generate a list
of details.
Students can also use
illustrations to gather
information about the
story.
RL.1.3: Describe
characters, settings,
and major events in a
story, using key
details.
Students will be able
to give examples of
the characters and
generate a list of
descriptive words
about the characters.
They will identify
elements of a story.
(setting, events,
details, and
characters)
Students
will be able
to use words and
pictures to illustrate
story details and
messages.
Students will be able
to cover the text and
rephrase the story.
I can identify
characters, settings,
and major events of a
story.
Students will view
pictures in text prior
to reading and
generate lists of
details observed from
the pictures.
I can use the pictures
and the words to help
me understand the
story.
I can retell a story.
W.1.3: Write
narratives in which
they recount two or
more appropriately
sequenced events,
include some details
regarding what
happened, use
temporal words to
signal event order,
and provide some
sense of closure.
L.1.2: Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
Students will
understand that
narrative writing
consists of a personal
experience.
Students will
understand that their
narrative writing
should include
sequenced events and
some sense of
closure.
Students understand
that some words must
begin with a capital
letter, sentences must
end with punctuation,
and many words may
be spelled
phonetically.
Can you think of
something in your life,
get a picture in your
mind, and then draw
and write about it?
Can you write about
an event using the
words first, next and
last?
Students will know
how to write a
narrative using
sequential order.
Students will need to
be able to recall 2 or
more sequenced
events, including
details.
Students will be able
to use temporal
words to signal event
order and provide
some sense of
closure.
Imagine that you are
reading a story and
there are no capitals
and no periods.
Would that be a
problem? Would we
be able to understand
the story?
Students know to
begin a sentence and
names with a capital
letter. Students know
how to end a
sentence with
punctuation. Students
know how to spell
untaught words
phonetically.
Students will be able
to write a narrative
using 2 or more
sequenced events and
provide closure.
Students will be able
to write stories to
describe special days
or events from
personal experiences.
I can write a story
about myself.
I can tell a story
across my fingers, and
produce a story that
has a beginning,
middle, and end.
They will use details in
sequential order to
describe the
date/events.
Students have daily
opportunities to
practice writing that
requires capitals,
ending, punctuation,
and spelling
phonetically.
I can capitalize names,
places, and dates. I
can punctuate
sentences correctly
with a period,
question mark, or
exclamation mark. I
can spell untaught
words phonetically.
L.1.2(b): Use end
punctuation for
sentences.
Students understand
that sentences end
with punctuation.
Imagine that you are
reading a story and
there are no periods.
Would you be able to
understand the story?
How does ending
punctuation help us
understand what we
are reading? Do
sentences always end
in a period? What
other punctuation
might you need at the
end of a sentence?
Students know that
sentences that end
with periods,
exclamation points, or
question marks.
Students have daily
opportunities to
practice writing and
punctuating different
types of sentences.
I can punctuate
sentences correctly
with a period,
exclamation point, or
question mark.
RF.1.4: Read with
sufficient accuracy
and fluency to
support
comprehension.
Students understand
how to read fluently
to understand the
meaning of text.
How does the way
you read help you
understand words and
the meaning of text?
Students need to
know what fluent
reading is and how to
read fluently.
Students will have
frequent
opportunities to
practice reading
fluently and
answering
comprehension
questions.
I can read fluently and
use fluency to
understand texts.
RF.1.4(b): Read onlevel text orally with
accuracy, appropriate
rate, and expression
on successive
readings.
Students understand
how to read fluently
and with expression.
Does the way that we
read out-loud matter?
How can make our
oral reading more
interesting to our
audience? What does
it mean to read with
expression?
Students need to
understand
punctuation (i.e.
periods, exclamation
points, commas,
question marks) and
sentence structure.
Students have daily
opportunities to read
out-loud to practice
their fluently and
expression on
appropriate text level.
I can orally read with
fluency and
expression.
Stage 2 – Assessment Evidence
What forms of assessment will demonstrate that the student has acquired the knowledge, understanding, and skills taught during unit 3?
Performance Task for Component 1 and Scoring Rubric for Safety Life Lessons
Through what authentic performance task(s) will students demonstrate the desired understandings?
Students will understand that there are safety hazards in the home that can lead to injuries and that is an important life lesson to know prevention
strategies to stay safe.
Standards for Safety Life Lessons: 1.PCH.3.1,1.PCH.3.2, 1.PCH.3.3, 1.PCH.3.4, L.1.2a, L.1.2b
Goal: To help your classmates increase their knowledge concerning safety techniques.
Role: 1st Grade Student
Audience: Classmates are your target audience.
Situation/Scenario: Some students in the class are not aware of safety techniques in regards to safety hazards in the home or fire
safety strategies. The teacher is concerned and has asked the students to contribute their knowledge to increase safety awareness
among their classmates.
Product Performance and Purpose: In partners, students will select a safety hazard scenario. You will discuss ways to execute/prevent
the safety strategy in the scenario. Using the strategy that you have selected, you will illustrate and write to explain the best practice
for resolving the situation. Student partnerships will present their completed work, share their thinking, and answer questions from
the class.
Expectations (Criteria for Success):
 Discuss the safety hazards with your partner and identify ways to deal with the hazard in a safe manner.
 Create a poster that illustrates the best way to deal with the safety hazard.
 Write to explain how to identify the safety hazard and to prevent injury.
 Present and explain your completed poster to the class, share your thinking, and answer questions from the class.
Choose a Classroom Conflict Scenario Option or Create Your Own Scenario:
 Juan was at his house helping his mother cook dinner. He noticed the door to the dishwasher was open and could see knives in
the utensil basket sticking up and washing detergent in the dispenser. What can Juan and his mother do to resolve this hazard?
 Sally and her mom are decorating the Christmas tree. She notices that the extension cord has many frayed wires and the
electrical socket is cracked. How can Sally and her mother resolve this hazard?
 Adam was at a bonfire and was cooking marshmallows. One of the coals from the fire fell out onto Adam’s pants and began to
burn. What should Adam to put the fire out and to keep it from spreading?
 At the family meeting, the Lopez family wanted to come up with a plan for ways to exit their home in case of a fire. What can
they do to make sure that everyone could get out of the home safely? How can they make sure everyone got out of the burning
home?
 Emily was playing outside when she noticed smoke coming from the house next door. What should she do?
Scoring Rubric for Component 1 Performance Task
Fantastic (4 PTS.)
Nice Work (3 PTS.)
Keep Working (2 PTS.)
Just Beginning (1 PT.)
Content
The student demonstrates
outstanding details and
quality about understanding
safety hazards.
The student demonstrates
adequate details and
quality about
understanding safety
hazards.
The student demonstrates
few details and limited
quality about
understanding safety
hazards.
The student did not
demonstrate
understanding of safety
hazards. The quality is
inadequate.
Writing
All sight words are spelled
correctly. Harder words are
stretched. All punctuation is
placed appropriately.
Most sight words are
spelled correctly. Harder
words are stretched. Most
punctuation is placed
appropriately.
Few sight words are
spelled correctly. Harder
words are not stretched.
Not enough spacing
between words. Few
punctuation marks are
placed appropriately.
Unintelligible spelling. Not
enough spacing.
Punctuation is
inconsistent.
Presentation
Voice quality is effective
including appropriate rate and
enthusiasm. The speaker
responds very well to
questions.
Voice quality is almost
effective including rate and
enthusiasm. The speaker
responds sufficiently to
questions.
Voice quality is somewhat
effective including rate
and enthusiasm. The
speaker responds nearly
sufficient to questions.
Voice quality is limited
including appropriate rate
and enthusiasm. The
speaker does not respond
well to questions.
Achievement
of
Purpose/Under
standing:
Shows complete
understanding of the required
assignment.
The solution completely
addresses all components in
the task.
Shows nearly complete
understanding of the
required assignment.
The solution nearly
completes addresses all
components in the task.
Shows some
understanding of the
required assignment.
The solution addresses
some of the components
in the task.
Shows limited or no
understanding of the
required assignment.
The solution addresses
limited or not
understanding all
components in the task.
Grade Scale
Less than 8 points = 1, 9 to 11 points = 2, 12-14 points=3, 15-16 points=4
Total
Points
Stage 2 – Assessment Evidence
What forms of assessment will demonstrate that the student has acquired the knowledge, understanding, and skills taught during unit 3?
Performance Task for Component 2 and Scoring Rubric for Economic Life Lessons
Through what authentic performance task(s) will students demonstrate the desired understandings?
Students will understand goods and services with respect to ways people earn and use money.
Standards : 1.E.1.1, 1.E.1.2, 1.E.1.3
Goal: Students will earn compensation for completing a craft with-in a given amount of time.
Role: 1st Grade Student
Audience: Classmates are your target audience
Product Performance and Purpose: Students will be participating in a Santa’s Workshop. The students will be divided into 4 or 5
groups depending on the number of students in the classroom. Each group of students will be given a Christmas craft to complete in a
given amount of time. Some examples of Christmas crafts would be a bookmark, Christmas cards, or an ornament. Students will make
as many of their craft as possible in their time frame (suggested time frame would be at least 30 minutes.) After working hard at
making their Christmas craft, the students would get paid for their productiveness for that day. You can create your own pay scale to
accommodate your students. They will put their money earned into the bank each day after working. You may create a bank for each
student or use a baggie. You may also have one student who provides a service by being the banker. Students will create a brochure
explaining how they created the good that they produced. At the end of the week, students will count the money they have in the
bank to find out how much they have earned while working. The goods the students created will be priced according to the supply of
the good and demand of the buyers. It is okay to not have enough of one craft for every student to buy one, and it is okay for
everyone to be able to buy more than one of some crafts. This will affect the supply and demand for the craft. The students will buy
Christmas gifts for their family and friends using their money. They will be able to see how money is earned and how supply and
demand can affect how much something costs.
Expectations (Criteria for Success):
 Students will work together in small groups for a set period of time. (30-40 minutes for 4 days)
 At the end of each day, students will receive compensation for their completed work.
 Students will create a brochure explaining how they created their good in their group.
 At the end of the week, students will take their earning to purchase crafts available in the classroom.
* We are suggesting doing this unit around Christmas incorporating making Christmas gifts for students’ families. However, we
understand that not all students celebrate Christmas or you may want to do this at a different time of the unit. Please feel free to
change this idea into a Toy Workshop or Gifts for Friends at your discretion.
Scoring Rubric for Component 2 Performance Task
Fantastic (4 PTS.)
Nice Work (3 PTS.)
Keep Working (2 PTS.)
Just Beginning (1 PT.)
Content
Works well with others all of
the time. Shares ideas and
collaborates with peers.
Works well with others
most of the time. Only
shares some ideas and
collaborates with peers
most of the times.
Rarely cooperates well
with others. Never shares
ideas or collaborates with
peers.
Did not work well at all
with peers. Many issues
with collaboration and
sharing of ideas.
Writing
Created a thorough, detailed,
and well-designed product.
Created a detailed product
that was mostly welldesigned and thought out.
Created an average
product that was
somewhat designed and
planned.
Did not create any product
or demonstrate any
planning.
Presentation
The student can accurately
answer any questions related
to the brochure and to
processes used to create
product. Brochure is attractive
in design.
The student can accurately
answer most questions
related to the brochure
and to processes used to
create product. Brochure is
somewhat attractive in
design.
The student can accurately
answer 1-2 questions
related to the brochure
and to processes used to
create product. Brochure is
lacking in detail and
design.
The student appears to
have little knowledge of
the brochure and
processes used to create
product. Overall design of
brochure needs work.
Achievement
of
Purpose/Under
standing:
Student worked on the task
until it was completed and
continued working even when
difficulties arose.
Student worked on the
task until it was completed
and tried to work through
difficulties.
Student put some effort
into the task, but stopped
working when difficulties
arose.
Student put very little
effort into the task.
Grade Scale
Less than 8 points = 1, 9 to 11 points = 2, 12-14 points=3, 15-16 points=4
Total
Points
Stage 2 – Assessment Evidence
What forms of assessment will demonstrate that the student has acquired the knowledge, understanding, and skills taught during unit 1?
Performance Task for Component 3 and Scoring Rubric for Geography Life Lessons
Through what authentic performance task(s) will students demonstrate the desired understandings?
Students will be able to understand how humans use natural resources in their everyday lives.
Standards : 1.G.2.2, 1.G.2.3, L.1.2 (a), L.1.2 (b), RF.1.4 (a)
Goal: Students will be able to list natural resources and tell where they are found and how they can be used.
Role: You are a first grade student.
Audience: Your classmates are your target audience.
Product Performance and Purpose: Each student will select one of the following natural resources: rocks and minerals, soil, water, air, or
plants. Students will use the models for scaffolding on the following pages of the Macmillan McGraw Hill Science teacher edition – unit D
- D15, D21, D25, D31. Students will tell where the natural resource is found and how it is used. After using the graphic organizer,
students will write an informational piece about their chosen natural resource. After completing the informational piece, students will
present it to the class. Students will be prepared to answer any questions from their classmates.
Expectations (Criteria for Success):
 Students will choose a natural resource and complete their graphic organizer using information they have learned.
 Using the information from the graphic organizer, students will write an informational piece about their natural resource. They
will tell where it is found and how it is used.
 Students will present their writing to the class and answer any questions from their classmates.
 Optional: Each student could create a poster showing how their natural resource is used by humans along with their writing to
share with the class.
Scoring Rubric for Component 3 Performance Task
Fantastic (4 PTS.)
Nice Work (3 PTS.)
Keep Working (2 PTS.)
Just Beginning (1 PT.)
Content
Information is very organized
with well-constructed
sentences.
Information is organized
with mostly wellconstructed sentences.
Information is organized,
but sentences are not wellconstructed.
Information appears to be
disorganized.
Writing
Information clearly relates to
the topic. It includes several
details.
Information clearly relates
to the topic. It provides 1-2
supporting details.
Information relates to the
main topic. No details are
given.
Information has little or
nothing to do with the
topic.
Presentation
Graphic organizer has been
completed and shows clear
relationships between all
topics.
Graphic organizer has been
completed and shows clear
relationships between
most topics.
Graphic organizer has
been started and includes
some topics.
Graphic organizer has not
been attempted.
Achievement
of
Purpose/Under
standing:
Well-rehearsed with smooth
delivery that holds audience
attention.
Rehearsed with fairly
smooth delivery that holds
audience attention most of
the time.
Delivery not smooth, but
able to maintain interest
of audience most of the
time.
Delivery not smooth and
audience attention often
lost.
Grade Scale
Less than 8 points = 1, 9 to 11 points = 2, 12-14 points=3, 15-16 points=4
Total
Points
Stage 3 – Learning Plan
Learning Target: Students will understand how the lessons they learn affect their everyday lives.
Safety Life Lessons
Students will understand necessary steps to identify, prevent and respond to unintentional injury.
Teacher Notes
Possible Learning Activities and Resources
Books:
 Firefighter A to Z by Chris Demarist
 A Chair for my Mother by Vera Williams
 It’s Time to Call 911;What to do in an Emergency by Penton Overseas
 Stop, Drop and Roll by Margery Cuyler
 Arthur’s Fire Drill by Marc Brown
 Firefighter! by Angela Royston
 A Day with Firefighters by Jan Kottko
 Home Safety by Peggy Pancella
 Play it Safe by Mercer Mayer
 Home Sweet Home; A Story About Safety at Home by Cindy Leaney & Peter Wilks
Technology:
 Brain Pop Jr. – Fire Safety
 United Streaming – Primary Health and Safety; I can be Safe
 United Streaming- Songs from Stay Safe; Essential Safety Skills
 www.sparky.org
 www.maps4kids.com
 http://www.smokeybear.com/kids/default.asp?js=1
 Smart Exchange: Fire Safety for Kids – search fire safety, 1st grade
Poems:
 “Fire”
 “I’m a Firefighter”
 “Dial 911” (tune of twinkle twinkle little star) -DLTK’s crafts for kids
Writing Ideas for Safety Life Lessons:
 Have students draw a map of their home and write about 2 ways to exit in case
of a fire. Decide on a family meeting place outside of the home.
 Explain through writing, how we can protect ourselves against fires.
 Hold a grade level fire safety poster contest. Winning posters may be displayed
in the school.
Stage 3 – Learning Plan- Continued
Learning Target: Students will understand how the lessons they learn affect their everyday lives.
Economic Life Lessons
Students will understand basic economic concepts. Students will understand goods and services with respect to ways
people earn and use money as well as examples within the home, school and community. They will be able to explain how
supply and demand affect choices.
Teacher Notes
Possible Learning Activities and Resources
Books:
 All About Things People Do by Lesley Smith
 Little Monster at Work by Mercer Mayer
 Curious George Takes a Job by H.A. Ray
 The Berenstain Bears and Mama’s New Job by Stan & Jan Berenstain
 Caps for Sale by Esphyr Slobodkina
 In my Town by Richard Scarry
 Corduroy by Don Freeman
 Something Good by Robert Munsch
 The Paperboy by Dav Pilkey
 A Chair for my Mother by Vera Williams
Poems:
 “Goods & Services” by Charlotte Smith & Kathy Ison
 “Goods & Services” by Joanne Griffin
Technology:
 Brain Pop Jr.- Goods & Services
 Brain Pop Jr.- Needs & Wants
 Brain Pop Jr.- Saving & Spending
 Kidsperation: Needs & Wants Sort
Writing Ideas
 Have students create a list of goods. Beside the list of goods, have
students tell whether it is grown or manufactured. Manufactured
goods are clothes, computers, and cars. Grown goods are things such
as fruits, vegetables, and flowers.
 Have students discuss the different natural resources used to
produce goods. Have students write about why is it important to
protect natural resources.

Make a list of services people provide. Examples are dentist, bus
driver, store clerk, or postal worker. Have children explain “How do
people rely on each other each day”
Stage 3 – Learning Plan- Continued
Learning Target: Students will understand how the lessons they learn affect their everyday lives.
Geography Life Lesson
Students will understand how humans and the environment interact within the local community.
Teacher Notes
Possible Learning Activities and Resources
Books (Quality Read Aloud Books for Questioning):
 Rocks & Minerals by Melvin & Gilda Berger
 I Care About Earth by Susan L. Rodgers
 Going for a Walk by Kana Riley
 Billy Fish by Edward S. Popper
 The Giving Tree by Shel Silverstein
 Tell Me, Tree by Gail Gibbons
 Earth’s Resources “Investigate” by Sue Barraclough
 Natural Resources “Investigate” by Louise Spilsbury
 Soil “True Books; Natural Resources” by Christian Ditchfield
 Oil “True Books; Natural Resources” by Christian Ditchfield
 Macmillian McGraw-Hill Science- Teacher Edition “Unit D Caring for Our Earth.”
Poems:
 Collecting Rocks
 Piggy Bank Song by Greg and Steve
 Growth of a Tree by Meish Goldish
Technology:
 Brain Pop Jr.- Natural Resources
 United Streaming: Natural Resources
 http://www.econedlink.org/interactives/index.php?iid=179&type=educator
Writing Ideas
 Have students write about the different ways people use natural resources. For
example: we use plants for clothing, medicine, food, and much more.
 Have students write about ways they can save natural resources. For example: we
can conserve water by taking shorter showers, turning off faucets, and fixing leaky
pipes.
Goods and Services
Goods, goods, goods, are things
That we make and use.
We're buying and selling
And selling and buying
Any goods we choose.
Services are things we do
That other people use.
We're buying and selling
And selling and buying
Services that we choose.
This is a song by Greg and Steve:
One penny, is just a penny
Five pennies, make a nickel
Ten pennies, make a dime
Twenty-five pennies, make a quarter
Fifty pennies, make a half dollar
One hundred pennies, make a dollar
One dollar is what I am saving in my Piggy Bank!
Growth of a Tree
(to the tune of "I'm a Little Teapot")
I'm a little maple, oh so small,
In years ahead, I'll grow so tall!
With a lot of water, sun, and air,
I will soon be way up there!
Deep inside the soil my roots are found,
Drinking the water underground.
Water from the roots my trunk receives,
Then my trunk starts making leaves.
As I start to climb in altitude,
Leaves on my branches will make food.
Soon my trunk and branches will grow wide,
And I'll grow more bark outside!
I will be a maple very tall,
Losing my leaves when it is fall.
But when it is spring, new leaves will show.
How do trees grow? Now you know!
By Meish Goldish
Fire Can Be Helpful
Fire can be helpful
When handled with care
But fire and children
Do not make a pair!
So don’t play with matches
Or anything hot.
Adults may use fire
But children may not!
By: Pauline C. Peck
Fire Rap
If your clothes catch on fire, don’t run or hop.
The thing you have to do is come to a stop.
Then drop to the ground, the floor, the dirt.
Don’t worry about the mess- keep from getting hurt.
When you’re down put your hands right over your face,
Then roll like a log all over the place- to the left, to the right,
Till the flame is out.
And whenever you can, give a big shout!
It might be might-ighty scary, but keep in control,
You’ll start being better