1st Grade
Public Schools of Robeson County
Unit 3 Title: Our Community
Conceptual Lens- Community
Grade Level/Course- First Grade
Author- First Grade team
Unit overview- In this unit we will compare daily life in our community from the past to the present. Students will create interview
questions and interview people from the community. Students will identify how to find specific places on the map using map
symbols. They create and interpret a basic map including the key and symbols from the map.
Essential Standard:
1.H.1 Understand that history tells a story of how people and events changed society over time.
1.G.1 Use geographic representations, terms, and technologies to process information from a spatial perspective.
Clarifying Objective(s):
Essential Question(s):
1.H.1.1 Explain how and why neighbors and communities change over
How and why neighbors and communities change over time?
time.
1.G.1.2 Give examples showing location of places (home, classroom,
How are various resources used to find specific locations of places (home, classroom,
school, and community).
school, and community)?
1.G.1.3 Understand the basic elements of geographic representations using
When and where are the basic elements of geographic representations used on maps
maps (cardinal directions and map symbols).
(cardinal directions and map symbols)?
Pacing Guide: October
Unit of Study
Our
Community
Major Concepts
Citizenship,
Diversity, Values &
Beliefs, Culture
Instructional Task
1.H.1.1
1. Define neighbors and
communities.
2. Illustrate examples of
neighbors and community
members.
3. Compare and contrast the
past and present attributes of
their community (using picture
cards).
4. Show the progression of
changes over time.
Essential
Vocabulary
Instructional Resources
Pre:
-neighbor
-community
-community helpers
Text Resources:
Harcourt text book/workbook
Supplemental Social Studies readers
Current:
-location
-past
-present
-time line
Digital Resources:
www.discoveryeducation.com
http://exchange.smarttech.com/
Sample Assessment Prompts
-Student participation
-Teacher observation
-Journals
-Portfolios of student work
-Design a venn diagram to compare
and contrast the past and present of
our community.
- Design a timeline that reflects the
progression of changes over time.
1st Grade
Public Schools of Robeson County
5. Explain how and why
neighbors and communities
change over time.
1.G.1.2
1. Define location.
2. Examine a variety of
examples of map
representations.
3. Identify appropriate symbols
found on various maps.
4. Model personal maps of
chosen locations.
5. Give examples showing
location of places (home,
classroom, school, and
community).
Introductory:
-maps
-globes
Pre:
-left
-right
-before
-after
-maps
-above
-below
-ordinal numbers
Current:
-symbols
-key
-model
Introductory:
-cardinal directions
-globes
1.G.1.3
1. Define geography.
2. Identify basic symbol
representations.
3. Discuss the basic symbol
representations.
4. Represent locations and areas
in a classroom.
5. Demonstrate the use of
symbols on maps and globes.
6. Understand the basic elements
of geographic representations
using maps (cardinal directions
and map symbols).
Pre:
-cardinal directions
-globes
-maps
Current:
-symbols
-geography
-location
-directions
Introductory:
-grid
Google Maps, Map Quest
GPS device
Literary Connections:
-classroom library
-school library
-Kidsville (newspaper)
-newspaper
-atlas
-paper maps
-Weekly Readers
-Student participation
-Teacher observation
-Journals
-Portfolios of student work
-Construct a model of personal maps
of chosen locations.
Trade Books:
- “Me on the Map” by: Joan Sweeney
-“Follow That Map: A First Book of
Mapping Skills” by: Scott Ritchie
-“Jan’s New Home” by: Gail Gibbons
-Student participation
-Teacher observation
-Journals
-Portfolios of student work
-Produce directions to locate a
specific item using cardinal
directions.
-Create/design a map with symbols
to represent locations and areas in a
classroom.