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Instructional Focus Document
Grade 1 Social Studies
TITLE : Unit 03: Exploring Places SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles student expectations that relate to geography of places. It is important for students to create and interpret maps to develop spatial reasoning. An examination of the physical and human geographic characteristics of places is important for understanding geographic patterns in the world.

Prior to this Unit

Prior to this unit, students learned about good citizenship practices. In Kindergarten students began using maps to describe relative location and to identify physical geographic features on maps. Students were also introduced to the idea of human-environmental interaction by studying about how physical geography affects the lives of people in a community.

During this Unit

During this unit, students continue to develop spatial reasoning skills by studying about using maps and globes. Students also expand their understanding about the characteristics of physical and human geographic features of a place.

After this Unit

In subsequent social studies courses students continue to develop spatial reasoning skills as they study about communities with more depth in Grades 2 and 3 as well as throughout the entire social studies curriculum.

In the next unit student learn about studying the past.


Maps are created to visualize the spatial world.

  • How do maps reflect and shape perceptions of the world?

Humans have a complex relationship with the environment

  • How do human interactions with the environment create a relationship?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Maps and globes show the location and geography of places.

  • How are cardinal directions used to locate places on a map or globe?
  • How are cardinal directions used to describe the relative location of places?

Spatial Patterns

  • Location
  • Place
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Places have unique physical and human geographic features.

  • What types of physical geographic characteristics are found in different places?
  • How does the physical geography of a place impact the human geography of a place?

Spatial Patterns

  • Place
  • Physical Geographic Processes/Landforms
  • Human-Environment Interaction
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None Identified

Unit Vocabulary

place – an area that shares unique physical and human geographic characteristics
physical characteristics – the features of a place created by natural processes
human characteristics – the features of a place that were created by humans
natural resources – things found in nature that are used to produce other things
landforms – physical geographic features on the surface of the earth
weather – the combination of temperatures and precipitation in a place

Related Vocabulary

  • communities
  • relative location
  • maps
  • globes
  • precipitation
 
System Resources

System Resources may be accessed through Search All Components in the District Resources Tab.


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
1 Geography.
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

PLACES 

Including, but not limited to:

  • By using cardinal directions – north, south, east, west
  • Ex: classroom, local map, state map
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

Including, but not limited to:

  • 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

Including, but not limited to:

  • 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)
1.5B Locate the community, Texas, and the United States on maps and globes.

Locate

PLACES ON MAPS AND GLOBES

Including, but not limited to:

  • Places
    • Places
    • Local community
    • Texas
    • The United States
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

Including, but not limited to:

Physical characteristics of place – features of the Earth’s surface that result from natural processes, such as erosion, plate tectonic movement, volcanic activity, and soil-building

  • Landforms – features of the Earth’s surface
    • Mountains – a part of the earth’s surface that naturally rises to very high elevations
    • Hills – a part of the earth’s surface that naturally rises up but not as high as mountains
    • Valleys – a area of low land between mountains or hills
    • Plains – a part of the earth’s surface that is mostly flat and treeless
    • Coastal plains – low, flat land along an ocean
  • Bodies of water – water accumulates in natural or man-made depressions creating bodies of water
    • Oceans – large bodies of salt water that cover most of the earth’s surface
    • Lakes – a body of water completely surrounded by land
    • Rivers – a body of water that flows over land
    • Ponds – smaller bodies of water that are completely surrounded by land
  • Natural resources – items provided by nature, from which people produce goods, such as water, soil, trees, oil, minerals, metals
  • Weather – the atmospheric conditions in a particular place related to temperature and precipitation; associated with climate which refers to the combination of temperature and precipitation over time in a particular region or place
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

Including, but not limited to:

  • Natural resources – materials that occur in nature that are consumed or used to produce goods, such as water, soil, minerals, metals, trees, oil
  • Natural resources are used to produce crops, to produce energy, and to produce other products
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 OF PLACE ARE BASED UPON GEOGRAPHIC LOCATION

Including, but not limited to:

  • Human characteristics of places can include the types of shelters people use, the ways basic needs are met, the games children play, along with languages people speak, religious beliefs, daily schedules, diets, and type of government that characterize a place.

  • Human characteristics of place are most influenced by geographic factors related to climate and access to natural resources.  Climate affects the types of shelters built, types of clothing worn, food that is produced, along with daily and recreational activities. Access to natural resources affects the types of products/ foodstuffs produced in a place and the types of materials available for building.

 

1 Social studies skills.
1.18 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.

Express

IDEAS ORALLY

Including, but not limited to:

  • Based on knowledge
  • Based on experiences
1.18B Create and interpret visual and written material.

Create, Interpret

MATERIALS

Including, but not limited to:

  • Visual, written material
    • Pictures
    • Symbols
    • Electronic media
    • Maps
    • Artifacts
    • Graphs
    • Timelines
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.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
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 English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E 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
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. 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 English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. 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 English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. 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 English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
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