DEPARTMENT OF EDUCATION

Interdisciplinary Unit

Grade 1 Revised 2017

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Unit 1 Theme: Self Identity (SI)
Learning Outcomes Objectives
(SI=Self Identity)
Recognize that God SI. 1 Identify that God
created everything made me and is the
creator of all things.
Appreciate the beauty
of God’s creation SI. 2 Describe in their own
words the beauty of
Know that everyone God’s creation.
has identity in terms of
name, sex, address, SI. 3 Describe and state
physical characteristics their own traits and
and nationality characteristics:
(Name, physical
 Demonstrate an features,
awareness of the various Nationality).
external body parts and
their functions SI. 4 Name and state
functions of external
 Express the correct body parts.
terminology for body
parts and organs as well SI. 5 Relate methods of
as functions. acquiring good
hygiene and healthy
habits
SI. 6 Compare and
contrast external and
internal body parts of
the body.
SI. 7 Identify internal body
parts with their
functions.
Key:  Religious Studies
Grade One Interdisciplinary Units
Topic: All about Me Essential Question: Who Am I?
Suggested Activities Suggested Content Skills Assessment/ Resources
(SI=Self Identity) Evaluation
SI. a View creation story picture Sub goal : 1 Examine the basic Investigation Checklist Religious Studies
of plants and animals God beliefs and teachings of Christianity Reflection Students should
Curriculum
created. State likes and Theme: The Nature of God know:
differences. Identify God as creator of all things God created the The Children’s Bible
Conclude that God created man as a world and all in it.
The Beginner’s Bible
Day ____ God made special being Observation That everyone has
birds. [picture of Describe the beauty of God’s Communication an identity
various birds identified & creation (page 1) name, age, gender
Family Life & Health
placed by students] and nationality.
I have ___________ just like Theme: Myself Advocacy, cooperation, The name and Curriculum
birds. Birds have _____ All about me communication, functions of
I do not.69 My Country decision-making, external body
(pg. 2-6) critical and creative parts. Science Curriculum
SI. b Complete an “All about Me” thinking, self Names and
self portrait poster labeling Topic; Human Body awareness, self functions of
body parts and identifying Strand 1: Characteristics of acceptance. specific internal Primary Social
various traits and Organisms organs.
Studies and Tourism
characteristics. Identify body parts (external)of Specific physical
humans features unique to Education for The
_____ made me. Describe the functions of external them.
Bahamas Teacher’s
I am a body parts
______. I am (pages 62 & 63) Compilation of a Guide
_____ years old. body collage.
I live in  Sub Goal 2: Associate parts of (identifying body
____________. the body (external and internal) parts)
with their functions
Appreciate the way their body Observation
SI. c Create a collage of external functions
body parts to create a model Express the correct terminology All About me
of a human body. for body parts and organs booklet/poster
SI. d Paste internal organs on Practice good hygiene and healthy
associated external body habits
parts. (brain=head) (page 18 & 19)
 Health & Family Life  Science  Social Studies 1
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Unit 1
Learning Outcomes
 Develop an
understanding that each
individual is a unique being
 Learn to accept oneself
and others regardless of
physical, mental and
emotional peculiarities
Understand individual
differences
Appreciate that each
individual is a unique being
Recognize their special
gifts and talents
 Recognize their likes and
dislikes
 Demonstrate an
awareness of the use of the
senses to learn and enjoy
the world around us
Define living things.
Key:  Religious Studies
Theme: Self Identity (SI)
Objectives
(SI=Self Identity)
SI. 7 Discuss the definition of
the word different.
SI. 8 Identify differences
(physical etc.) between
self and others.
SI. 9 Describe how or why they
are special
SI. 10 Conclude that God
created man as a special
being
SI. 11 Define in their own words
unique, gifts, talents.
SI. 12 Analyze ways that the
senses help one in being
unique
SI. 13 Identify and describe the
five sense organs in the
human body
SI. 14 Relate their personal likes
I am special because
and dislikes.
I can _______.
SI. 15 Explain how their five
senses help them to
identify their likes and
dislikes.
SI. 16 Discuss ways that they can
support people with
special needs.
 Health & Family Life
Grade One Interdisciplinary Units
Topic: I am special Essential Question: What makes me special?
Suggested Activities Suggested Content Skills Assessment/ Evaluation Resources
(SI=Self Identity)
SI. e Sing I Am Special song  Sub Goal1 Advocacy, Observation Religious Studies
I am Special Standard 1.1 Objectives 1.1.1 Cooperation
Curriculum
I am Special Demonstrate knowledge of Communication
If you look you will see individual differences Checklist The Children’s Bible
someone very special Respect and appreciate individual
someone very special difference Students should know:
because it’s me Use self-awareness and self God made each of us Family Life & Health
because it’s me acceptance skills to demonstrate special many things make
Curriculum
appreciation of their uniqueness us special ;
SI. f Design a poster to (page 13) Define: unique, gifts,
explain what makes talents
Science Curriculum
them special  Sub Goal 2: Discover a sense of
identity and purpose Investigation
SI. g Complete an “I’m Theme: Discovering my identity Reflection
Primary Social
special survey” differences Analysis Completion of survey
 Conclude that each individual is Studies and Tourism
a unique being Evaluation of posters
Education for The
Display their special gifts and
talents (page 5) Evaluate Show and Tell Bahamas Teacher’s
using Rubric found in
Guide
 Theme 1: Myself Religious Studies and
Am I like…? Science Curriculum)
I can run. I can draw. What do I like to do?
Topic: Human Body – Sense Classification
Organs Communication
SI. h Create a five senses Strand 1: Characteristics of Manners
book of the things God Organisms
created that we use our Infer and identify the five sense
sense to enjoy organs in the human body
(page 64)
 Science  Social Studies 2
3|P a g e Grade One Interdisciplinary Units

Unit 1 Theme: Self Identity (SI) Topic: I am special Essential Question: What makes me special?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(SI=Self Identity) (SI=Self Identity) Evaluation
SI. i Complete a like and Describe the functions of the five Religious Studies
dislike inventory sense organs Curriculum
(page 65)
My favorite animal is a The Children’s Bible

Animals
______________. Explain how the senses work
I do not like _______. together to tell us about our Family Life and
surroundings/environment/world Health Curriculum
My favorite food is (page 66)

Food
_____.
I do not like ______. Science Curriculum

My favorite color is Primary Social

Color
___. Studies and Tourism
I do not like the color Education for The
_____. Bahamas Teacher’s
I like to_____________. Guide

I do not like to
_______.
SI. j Complete a Venn
diagram with a
classmate to compare
and contrast their
similarities and
differences

Key:  Religious Studies  Family Life & Health  Science  Social Studies 3
4|P a g e Grade One Interdisciplinary Units

Unit 1 Theme: Self Identity (SI) Topic: Comparing Living and Non-living Things Essential Question: How am I like or different from other living things?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(SI=Self Identity) (SI=Self Identity) Evaluation
Demonstrate SI. 17 Examine similarities SI. l Create a flip chart of living Topic: Living and Nonliving Things Observation Oral Responses Religious Studies
awareness of and differences of and non- living things Strand 1; Characteristics of Classifying Curriculum
relationship with living things Organisms Experimenting Checklist
other living things I know the difference! Classify living and nonliving things The Children’s
SI. 18 Determine that Compare living and nonliving things Classify living and non Bible
Recognize the two people and other Living Things Non- Living Identify the two main groups of living things
groups of living things living things belong to Things living things Empathy, (draw a picture rubric Family Life and
a group (page 71) cooperation, Religious Studies Health Curriculum
 Demonstrate respect SI. m Create a comparison chart advocacy, decision Curriculum)
for people and all living SI. 19 Determine ways in of the similarities between:  Sub-Goal 1 Standard 1.2 making, coping
things which respect can be people plants animals Demonstrate respect for people with emotions Observation Science
demonstrated to all and all living things Curriculum
Know the definition of living things Objectives: 1.2.1 Evaluate comparison
the word worship Explore similarities and differences Application charts
SI. 20 State the definition of between humans and animal Expression Primary Social
Understand that the word worship Appreciate the role that animals Investigation End of Unit Test Studies and
human beings were SI. n Compose a short narrative play in the environment Tourism
created to praise and SI. 21 Justify that human reflecting on an incident or Express empathy towards animals Education for The
worship God beings were created time when they showed and humans and demonstrate Bahamas
to worship and praise respect to other living humane treatment of them Teacher’s Guide
Demonstrate ways to God things (page 14)
worship God
SI. 22 Give examples of SI. o Design a flip book Sub-Goal 2
Understand what it ways to worship God. illustrating ways to worship Discover a sense of identity and
means to belong to a God purpose
group SI. 23 Identify the various Theme: Honouring God (page 4)
groups that one can
be apart of. (church,  Theme 1:I am part of a group
social, etc.)

Key:  Religious Studies  Family Life & Health  Science  Social Studies 4
5|P a g e Grade One Interdisciplinary Units

Unit 2 Theme: Needs (Ned.) Topic: Our Needs Essential Question: What are the basic needs?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Ned.=Needs) (Ned.=Needs) Evaluation
Know that all Ned. 1 Identify the basic needs of Ned. a Cut and paste things they need to Topic: What are living Observation Checklist Religious Studies
living things have living things survive things? Classification Students should know: Curriculum
needs Strand 1: Characteristics of Communication what are needs
Ned. 2 Categorize the basic needs Ned. b Create a Venn diagram of needs Organisms the needs of Living The Children’s Bible
Explore habits of people as emotional, and wants Identify the things living things things
that help people spiritual, social or physical need to stay alive (pg. 69) what are our Family Life and
stay healthy needs wants Topic: Human Body emotional, social Health Curriculum
Ned. 3 Differentiate between Strand 1: Characteristics of Self awareness, self mental and spiritual
Develop an needs and wants Organisms acceptance , healthy needs
awareness of their Describe habits that help self management, healthy habits Science Curriculum
needs Ned. 4 Evaluate foods and people stay healthy cooperation, refusal healthy foods
activities that are needed Identify foods that help to and advocacy healthy lifestyle habits
 Recognize the to remain healthy Ned. c Design a food pyramid of healthy keep the body healthy (pg. 68) Primary Social
relationship living Evaluate posters Studies and Tourism
between food Ned. 5 Discuss ways to prevent Theme 1: Myself (using rubric from Education for
choices and life germs. Ned. d Write and develop a healthy My Needs Investigation Religious Studies The Bahamas
style diseases breakfast, lunch and dinner menu Reflection Curriculum) Teacher’s Guide
Ned. 6 Conclude which foods are Sub-Goal 3 Standard 3.1 Evaluation
Understand healthy and which are Ned. e Create a “T-Chart” showing Recognize the importance of Synthesis Evaluate a Needs
reasons why unhealthy healthy and unhealthy food food to the body booklet
individuals should choices Develop an appreciation for
give thanks to God Ned. 7 Examine ways that God healthy foods and snacks
supplied the basic needs of Ned. f Design a poster promoting healthy Use decision-making skills to
Recognize Biblical living things lifestyles under the theme ‘I’m A select healthy food snacks
persons who were Germ Buster’ (pages 25-26)
thankful Ned. 8 Discuss reasons why
people should thank God Ned. g Construct “Thankful Hands” with Sub-Goal 5
Demonstrate sentences stating reasons to thank Explore celebrations and
ways to express Ned. 9 Summarize the stories of God ceremonies of the Christian
thanks to God Hannah and the Ten Lepers faith
showing how their needs Ned. h Compose a picture book Theme: Celebrating
were met recounting the events of the story Thanksgiving (page 8)
of Hannah or the Ten Lepers
Key:  Religious Studies  Family Life & Health  Science  Social Studies 5
6|P a g e Grade One Interdisciplinary Units

Unit 2 Theme: Needs (Ned.) Topic: Needs of living things Essential Question: How does the environment fulfill the needs of living things?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Ned.=Needs) (Ned.=Needs) Evaluation
Recognize Ned. 9 Discover the various Ned. i Complete an experiment Topic: Living and Nonliving Prediction Religious Studies
environments as sources habitats within the on what plants need to Things Observation Evaluate habitat Curriculum
of food, shelter and environment grow. (planting a seed) Strand 1: Characteristics of Classification diorama projects.
protection Organisms Communication (see Religious Studies The Children’s Bible
Ned. 10 Deduce that the a habitat Ned. j Use virtual pet to observe Compare traits of plants and curriculum for rubric)
 Develop tolerance for is a source of food, what animals needs to animals (page 72) Family Life and
differences in family shelter and protection for survive Identify places where plants Assess family mobile. Health Curriculum
patterns plants and animals and animals live (page 73) ( see Religious Studies
Ned. k Create and label a diorama curriculum for rubric)
Recognize the Ned. 11 Associate various of the various habitats with  Theme 2 My Family Science Curriculum
importance of the family, animals with their its indigenous plants and Families Evaluate posters
its role and function respective habitats. animals (using rubric from
 Sub-Goal 1 Standard 1.3: Religious Studies Primary Social
 Demonstrate an Ned. 12 Explain the roles, function Analyze the influences that Self awareness, Curriculum for rubric) Studies and Tourism
awareness of Jesus as the and the importance of impact personal development self acceptance , Education for The
son of God who came to the family Objectives: 1.3.1 healthy self Evaluate a Needs Bahamas Teacher’s
earth as a baby Evaluate family roles and management, booklet (using Writing Guide
Ned. 13 Compare and contrast Ned. l Complete a mobile responsibilities cooperation, Rubric see Religious
Understand why Jesus animal and human demonstrating the Appreciate the role that refusal and Studies Curriculum)
came to earth families. structure and members of families play in their overall advocacy
their families development Worksheets
Recognize ways to Ned. 14 Interpret the structure of Respond positively to the End of Topic Test
show gratitude to God Jesus’ family Ned. m Complete worksheet on functions and services that
for sending his Son families including the family members provide
Ned. 15 Demonstrate ways to family of Jesus and his (page 15)
show gratitude to God for purpose for coming to
sending his Son earth Sub goal : 1 Investigation
Examine the basic beliefs and Reflection
Ned. 16 Discuss the purpose for teachings of Christianity Evaluation
showing gratitude to God Theme: The Nature of God Synthesis
for his Son. (page 2)

Key:  Religious Studies  Family Life & Health  Science  Social Studies 6
7|P a g e Grade One Interdisciplinary Units

Unit 2 Theme: Needs (Ned.) Topic: Cultural Needs Essential Question: How does culture affect my needs?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Ned.=Needs) (Ned.=Needs) Evaluation
Understand the Ned. 17 Conclude that Christmas is an Ned. n Complete a mobile of  Sub-Goal 5 Investigation Assess mobile of the Religious Studies
importance of Christmas important festival the events of the Explore celebrations and Interpretation Christmas story Curriculum
Christmas story ceremonies of the Christian Reflection events.
Recognize the details of Ned. 18 Summarize the events of the faith Evaluation (see Religious Studies The Children’s Bible
the events surrounding Christmas story Ned. o Recreate the Theme: Celebrating Christmas curriculum for rubric)
the birth of Jesus Christmas story (page 9) Family Life and
Ned. 19 Illustrate ways that the joy of through Role Play. Evaluate posters Health Curriculum
Demonstrate an Christmas is shared with Topic; Living and Nonliving Prediction (using rubric from
awareness of ways to others Ned. p Create a film book of Things Observation Religious Studies
share the joy of the ways to share the Strand 1 Characteristics of Classification Curriculum for rubric) Science Curriculum
Christmas with others Ned. 20 Give examples of animals that joy of Christmas with Organisms Communication
lived in the place where Jesus others and write a Explain how plant parts help Assess the film book
was born sentence to explain. them to live in different places (using Report Rubric Primary Social
Understand that body first next last Explain how body parts and see Religious Studies Studies and Tourism
parts and coverings help Ned. 21 State how body parts and coverings help animals live Curriculum) Education for The
animals live where they coverings of animals help where they do (pages 74 & 75) Bahamas Teacher’s
do them live where they do Ned. q Categorize and sort Worksheets Guide
Understand that plant pictures of animals /  Sub-Goal 3 Standard 3.2 End of Topic Review
parts help plants live Ned. 22 Describe how plant parts help plants according to Examine how the Dietary
where they do plants live where they do body parts and Guidelines for The Bahamas
coverings and where can be used to make informed Self awareness,
 Develop an Ned. 23 Classify foods into their they live food choices self acceptance ,
appreciation for the specific groups. Ned. r Cut pictures, design Objectives 3.2.1 healthy self
Dietary Guidelines for and create a poster (page 27) management,
The Bahamas Ned. 24 Identify the origin of foods in promoting a healthy cooperation,
various food groups. Christmas meal refusal and
advocacy
Ned. 25 Infer the appropriate amount
of food from each food group
that the body needs to be
healthy

Key:  Religious Studies  Family Life & Health  Science  Social Studies 7
8|P a g e Grade One Interdisciplinary Units

Unit 2 Theme: Needs (Ned.) Topic: Living things help each other Essential Question: How do plants and animals meet the needs of people and each other?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Evaluation Resources
(Ned.=Needs) (Ned.=Needs)
Know the importance Ned. 26 Categorize products of Ned. s Classify products used Topic: What are living things Observation Checklist Religious Studies
of animals and plants to plants and animals by people according to Strand 1 Characteristics of Classification Curriculum
people their origin Organisms Inferring Assess plant and animal
Ned. 27 Name and identify plants Plants Animals Identify and describe ways people Predicting use portfolio. The Children’s Bible
Recognize how plants and animals that are use plants and animals (see Religious Studies
need animals and useful to people Name animals that are sources of curriculum for rubric) Family Life and
animals need plants food, clothing and shoes Health Curriculum
Ned. 28 Distinguish between items
Name plants that people eat Evaluate posters
derived from plants and
Develop an awareness Ned. t Develop a portfolio of Identify animals used as pets and (using rubric from
animals and how they are
of how human beings the various uses of animals that help animals work Religious Studies Science Curriculum
used
need each other plants and animals (pages 69-70) Curriculum for rubric)
Ned. 29 Investigate how plants and Describe ways plants and animals
Develop respect for animals need each other. Ned. u Create family chain to help each other (page 75) Self awareness, Assess poems (using Primary Social
various jobs show how their healthy self Report Rubric see Studies and Tourism
Ned. 30 Describe ways in which families help each Theme 2 My family management, Religious Studies Education for The
 Develop an family members need each other A job for everyone Decision making, Curriculum) Bahamas Teacher’s
appreciation of the other problem solving, Guide
environment and its Ned. v Using finger puppets,  Sub-Goal 4 goal setting, Worksheets
impact on their health Ned. 31 Role play various duties of Standard 4.1 creative and critical End of Topic Review
students will role play
and well-being family members Recognize the environment as a thinking,
how plants and
Ned. 32 Discuss ways in which animals need each source of food, shelter and cooperation,
Understand the people help each other. other protection communication
importance of caring for Appreciate the environment in and advocacy
the earth God created. Ned. 33 State the importance of Ned. w Write a poem relating which they live, work and play
 Recognize biblical caring for the earth God the duties and the (page 29)
examples to illustrate created importance of the
caring for the Ned. 34 Demonstrate ways to biblical characters who  Sub-Goal 4 Interpretation
environment. improve the school cared for the earth. Develop an appreciation for living Application
 Demonstrate an environment. in a community Evaluation
understanding of ways to Ned. x Create poster to show Theme: Caring for God’s creation Analysis
improve their school Ned. 35 Compose poems relating ways to improve the (page 18)
environment. how biblical characters school environment. Objectives: 1-3
cared for the environment.
Key:  Religious Studies  Family Life & Health  Science  Social Studies 8
9|P a g e Grade One Interdisciplinary Units

Unit 3 Theme: Changes Topic: Basic Changes Essential Question: What is change? (Possibly 2 Weeks)

Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Ned.=Needs) (Ned.=Needs) Evaluation
Demonstrate awareness Chg. 1 Discuss the meaning of Chg. a Create a weather journal Topic: Weather and Classification Checklist Religious Studies
of the different types of the word change. over the period of a week to Seasons Inferring Curriculum
weather. Chg. 2 Distinguish between the document the changes in the Strand 1 Properties and Predicting Assess plant and
different types of weather weather. Structure of Earth systems Observation animal use portfolio. The Children’s Bible
Understand the changes conditions using images. Explain the different types Experimenting (see Religious Studies
in weather using weather Chg. 3 Create models of weather Chg. b Design and create models of of weather. curriculum for rubric) Family Life and
instruments. instruments that measure weather instruments. Observe and record Health Curriculum
temperature and wind. weather changes using Evaluate Experiment
Recognize clouds and Chg. 4 Associate specific clouds Chg. c Create a cloud journal weather instruments.
their changes. with specific types of (Science curriculum pg. 83) Observe clouds and their Using a rubric based Science Curriculum
weather. Chg. d Experiment :How Clouds are changes. on specific guidelines
 Develop an Chg. 5 Explain the changes that Formed (Science Curriculum (pages 82-83) assess weather
appreciation for rules of produce clouds following pg. 82) Theme 2 My family instrument designed. Primary Social
the home. an experiment. Rules of the home Studies and Tourism
Chg. 6 Provide a pictorial Chg. e Develop an emotions flip  Sub-Goal 1 Self awareness, healthy Evaluate posters Education for The
 Recognize ways to account of the changes in book documenting the Standard 1.4 self management, (using rubric from Bahamas Teacher’s
express their feelings emotions they changes in emotions within a Recognize ways to express Decision making, Religious Studies Guide
appropriately. experienced within a day. day. their feelings appropriately. problem solving, goal Curriculum for rubric)
Chg. 7 Using the biblical Demonstrate willingness to setting, creative and
 Understand the characters explain the Chg. f Reorganize the events of the share their feelings and critical thinking, Assess poems (using
meaning of the word word obedience and their story of Noah and the Ark or respect other people’s cooperation, Report Rubric see
obedient. demonstration Jonah and the Whale. feelings. communication and Religious Studies
Chg. 8 Describe the effects of (page 16) advocacy Curriculum)
 Recognize Biblical disobedience to God. Chg. g Write sentences stating their
examples of obedience Chg. 9 Discuss how obedience opinions on being obedient.  Sub-Goal 3 Worksheets
and disobedience to God can bring about Apply biblical values and End of Topic Review
changes in our lives. Chg. h Create a picture book of how principles to everyday Interpretation
 Demonstrate an Chg. 10 Discuss the importance obedience/disobedience to living Application
awareness the benefits of of obeying rules in the God and family can to change Theme: Growing with Evaluation
being obedient. home. our lives. values Analysis
(page 13)
Objectives: 1-4
Key:  Religious Studies  Family Life & Health  Science  Social Studies 9
10 | P a g e Grade One Interdisciplinary Units

Unit 3 Theme: Changes Topic: Changes around me Essential Question: What are some changes we see everyday?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Ned.=Needs) (Ned.=Needs) Evaluation
Understand the Chg. 11 Describe the seasons giving Chg. i Make a four seasons poster, Topic: Weather and Classification Evaluate posters Religious Studies
different seasons. specific changes in reflecting the weather Seasons Inferring (using rubric from Curriculum
temperature and weather. condition of each season, Strand 1 Properties and Predicting Religious Studies
Develop an awareness clothes worn during each Structure of Earth systems Observation Curriculum for rubric) The Children’s
of weather conditions Chg. 12 Recommend appropriate season and activities that Name the different Bible
associated with each family leisure activities with can be done during each seasons. Assess poems (using
season. each season. season. Identify weather Report Rubric see The Beginner’s
conditions associated with Religious Studies Bible
 Demonstrate an Chg. 13 Discuss how changes in Chg. j Create a collage showing each season. Curriculum)
awareness of leisure seasons can affect them ways to dress during (pages 83) Family Life and
activities that families physically (health wise, dress, different seasons. Theme 2 My family Assess Rebus Health Curriculum
participate in. etc.). Leisure Communication, sentences
Chg. k Compose a seasonal activity  Sub-Goal 1 negotiations/Refus
 Recognize helpful and Chg. 14 Conclude that medicines are book/poem. (Activities that Standard 1.5 al and Advocacy, Evaluate sentences Science Curriculum
harmful drugs and their drugs that can be helpful or families can engage in Recognize helpful and Decision-making, constructed (using
effects on the body. harmful to the body. during each season). harmful drugs and their Critical and Rubric in Religious
Chg. l Sort pictures of children’s effects on the body. Creative thinking, studies curriculum) Primary Social
 Understand the Chg. 15 Modify by way of illustrations medicines that are helpful Respect rules regarding Self-awareness, Studies and
importance of helping rules for taking medicine to the body from other the use of medicines and Self-acceptance, Worksheets Tourism Education
others. safely. drugs/medicines. other drugs and Healthy self for The Bahamas
Chg. m Design a poster of Rules for Use decision making skills management. End of Topic Review Teacher’s Guide
 Recognize persons in Chg. 16 Relate how Jesus’ helping taking medicine safely with to avoid harmful drugs.
the Bible Jesus helped. people that were sick changed images. (page 17) Assess role play.
their lives. Chg. n Complete rebus passages (see Religious
 Demonstrate an retelling how Jesus helped  Sub-Goal 3 Studies curriculum
awareness of ways that Chg. 17 Dramatize ways in which they to change the lives of the Apply biblical values and Reflection for rubric
they can help at home and can be helpful to each other sick. principles to everyday Empathy
school. to change their situations. Chg. o Role play ways to help. living Interpretation
Chg. p Construct sentences about Theme: Growing with Application
 Recognize some of Chg. 18 Interpret the importance of three of Jesus’ friends values
Jesus’ helpers. Jesus’ friends to his life and sharing how they helped (page 15-16)
him bringing change to the him. Objectives: 1-4
world.
Key:  Religious Studies  Family Life & Health  Science  Social Studies 10
11 | P a g e Grade One Interdisciplinary Units

Unit 3 Theme: Changes Topic: Dealing with change Essential Question: How does change affect us?
Learning Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
Outcomes (Ned.=Needs) (Ned.=Needs) Evaluation
Chg. 19 Relate the physical Chg. q Create a mobile Topic: Human Body Classification Evaluate mobile Religious Studies
Develop an awareness differences between reflecting the stages of Strand Characteristics of Inferring (using poster or Curriculum
of human development. the physical stages of human development. Organisms Predicting project rubric from
human development. Identify the stages in Observation Religious Studies The Children’s Bible
Understand physical Chg. r In groups, create poems human development. Curriculum for rubric)
changes that occur at Chg. 20 Infer the change of or riddles of the Describe physical changes The Beginner’s Bible
each stage of abilities of infants, abilities that we that occur at each stage of Assess poems (using
development. children and adults experience throughout development. Report Rubric see Family Life and
based on their the varied stages of Compare physical abilities Religious Studies Health Curriculum
 Recognize the physical development. development. of infants, children and Curriculum)
abilities of infants, adults.
children and adults. Chg. 21 Compare the abilities Chg. s Using a graphic (pages 67) Communication, Assess graphic Science Curriculum
of an average child organizer students can negotiations/Refusal organizer
 Respect and with those of children demonstrate their  Sub-Goal 1 and Advocacy,
appreciate individual with varied needs and understanding of the Standard 1. Decision-making, Evaluate sentences Primary Social
differences. abilities. word obstacle. Demonstrate knowledge Critical and Creative constructed (using Studies and Tourism
of individual differences. thinking, Self- Rubric in Religious Education for The
 Understand the Chg. 22 Discuss the meaning of Chg. t Create a storyboard Respect and appreciate awareness, Self- studies curriculum) Bahamas Teacher’s
meaning of the word the term obstacle in with pictures and individual differences. acceptance, and Guide
obstacle. relation to differences sentences from the Use self awareness and Healthy self Worksheets
in people and abilities. story of David and acceptance skills to management.
 Recognize persons in Goliath or Samson to demonstrate appreciation End of Topic Review
the Bible who overcame Chg. 23 Organize story details recreate the story. of their uniqueness.
obstacles. of one biblical (page 13) Assess journal entry
character who Chg. u Document the ways (see Religious
 Demonstrate an overcame obstacles. that obstacles are  Sub-Goal 3 Reflection Studies curriculum
awareness of ways to overcome or change Discover a sense of Empathy for rubric
overcome obstacles they Chg. 24 Give examples of ways into victories in identity and purpose Interpretation
may encounter in life. one can overcome journal. Theme: Overcoming Application
daily obstacles in a Obstacles
“overcoming giants” (page 7)
journal. Objectives: 1-3

Key:  Religious Studies  Family Life & Health  Science  Social Studies 11
12 | P a g e Grade One Interdisciplinary Units

Unit 4 Theme: Values Topic: Identifying Values Essential Question: What are values/valuables?
Learning Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
Outcomes (Val.=Values) (Val.=Values) Evaluation
Develop an awareness Val. 1 Define the word “value”. Val. a Create a value board, Topic: Earth Classification Evaluate mobile Religious Studies
that earth is made up of Val. 2 Identify things that we demonstrating the things Strand Properties and Structure Inferring (using poster or Curriculum
land, water and air. should value. (self, others, that one should value or of Earth’s Systems Predicting project rubric from
earth, etc.) that they value. Recognize the earth is made up Observation Religious Studies The Children’s Bible
Understand the Val. 3 Discuss the earth and its Val. b Brainstorm the meaning of land, water and air. Curriculum for rubric)
differences among components and their of the word “respect” Differentiate among bodies of The Beginner’s Bible
bodies of water on earth. value to our lives. using a web after water on earth. Assess models of
Val. 4 Investigate the various reading the story, What (pages 77) body of water (using What Do You Stand
 Develop an bodies of water found on Do You Stand For? For Report Rubric see For? (pp.107-108)
understanding of the the earth, and their value to Kids “Respect”.  Sub-Goal 2 Religious Studies
definition of the word our lives. Val. c Use a template of the Standard 2.2.1 Curriculum) Family Life and
“respect”. Val. 5 Give examples of the body and label the Distinguish between Communication, Health Curriculum
definition of the word external parts of the appropriate and inappropriate Refusal, cooperation Assess graphic
 Understand the respect. body and put an X card touches. and Advocacy, organizer
Golden Rule. Val. 6 Compare and contrast the on the parts that should Appreciate their uniqueness Decision-making, Science Curriculum
definitions of value and be covered. and special talents. Critical and Creative Evaluate sentences
 Demonstrate respect respect. Val. d Create a model of a salt Practice the principles of “Say thinking, Self- constructed (using
for themselves and Val. 7 Explain the importance of water or fresh water No, Go, Tell” in situations awareness, Self- Rubric in Religious Primary Social
others. showing respect to the body of water with where they are touched acceptance. studies curriculum) Studies and Tourism
Earth. labels. inappropriately. Education for The
 Interpret ways in Val. 8 Create a Golden Rule flip Val. e In small groups students (page 20) Worksheets Bahamas Teacher’s
which they can show book illustrating the ways create a Graffiti Wall Guide
respect to others. we can demonstrate the (Poster) depicting ways  Sub-Goal 5 End of Topic Review
meaning of the Golden in which they can Develop an appreciation for Reflection
 Appreciate their Rule. demonstrate the Golden living in a community Empathy
uniqueness and special Val. 9 Dramatize ways in which Rule. Theme: Respect Interpretation
talents. they can show respect for Val. f Participate in role plays (page 24) Application
themselves and others. of demonstrate Objectives: 1-3
Val. 10 Conclude that their bodies respectful and
are special and certain disrespectful behaviour Theme 2 Myself
parts should be covered Respect others
and protected.

Key:  Religious Studies  Family Life & Health  Science  Social Studies 12
13 | P a g e
Unit 4 Theme: Values
Learning Outcomes
Recognize the
differences in a variety of
landforms.
Develop an
appreciation of how hills
are formed.
 Develop an awareness
of the qualities of a
friend.
 Develop an
appreciation for biblical
examples of friendship.
 Recognize ways to
show appreciation for
their friends.
 Understand ways in
which they can care for
their home.
 Become aware of
appropriate and
inappropriate touches.
Key:  Religious Studies
Grade One Interdisciplinary Units
Topic: Identifying Values Essential Question: What should we value?
Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Val.=Values) (Val.=Values) Evaluation
Val. 11 Justify why their bodies Val. g In small groups Topic: Earth Classification Evaluate poster Religious Studies
are important. students create a Strand Properties and Structure of Inferring (using poster or Curriculum
Val. 12 Relate appropriate and Graffiti Wall (Poster) Earth’s Systems Predicting project rubric from
inappropriate depicting ways in Compare and contrast a variety of Observation Religious Studies The Children’s Bible
touches/interactions with which they can landforms. Curriculum for rubric)
others. demonstrate the Investigate how hills are formed. The Beginner’s Bible
Val. 13 Explain the difference Golden Rule. www.edu.pe.ca/southernkings/hil Assess models of
between friends and Val. h Label ‘no touch’ zones lsmc.htm landforms (using
strangers. on cut outs of boys (pages 78) Report Rubric see Family Life and
Val. 14 Identify qualities of a and girls. Religious Studies Health Curriculum
friend. Val. i Create a “That’s a  Sub-Goal 2 Curriculum)
Val. 15 Summarize the friendship friend” booklet Standard 2.2.1 Communication,
of David and Johnathan. completing the Distinguish between appropriate Refusal, cooperation Assess booklets Science Curriculum
Val. 16 Compare and contrast sentence ‘A friend is and inappropriate touches. and Advocacy,
their friendship with that ________’. Students Appreciate their uniqueness and Decision-making, Assess story summary
of David and Johnathan’s. can be allowed to special talents. Critical and Creative Primary Social
Val. 17 Give an example of the illustrate their Practice the principles of “Say No, thinking, Self- Evaluate sentences Studies and Tourism
way that David and sentences as well. Go, Tell” in situations where they awareness, Self- constructed (using Education for The
Johnathan valued their Val. j Write a summary of are touched inappropriately. acceptance. Rubric in Religious Bahamas Teacher’s
friendship. the story of Johnathan (page 21) studies curriculum) Guide
Val. 18 Identify ways that they and David’s friendship
should show value for in their own words.  Sub-Goal 5 Worksheets
their home. Val. k Using the Develop an appreciation for living
Val. 19 State reasons why we template/cut-out of a in a community Reflection End of Topic Review
should value the various home create a poster Theme: Friendship Empathy
landforms. with a message of (page 25) Interpretation
Val. 20 Differentiate landforms valuing ones home. Objectives: 1-3 Application
using illustrations and Val. l Create models of
models. landforms, labeling  Theme: My Family
Val. 21 Predict the components of each. Caring for our home
hills and how they are
formed.
 Family Life & Health  Science  Social Studies 13
14 | P a g e Grade One Interdisciplinary Units

Unit 4 Theme: Values Topic: Sharing Values Essential Question: Why is it important to pass on values?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Val.=Values) (Val.=Values) Evaluation
Recognize those things Val. 22 Define the term natural Val. m Complete a graphic Topic: Earth Classification Evaluate Religious Studies
that are referred to as resources. organizer defining the Strand Properties and Structure Inferring poster/pamphlet Curriculum
natural resources. Val. 23 Differentiate natural term natural resources. of Earth’s Systems Predicting (using poster or
resources from other Val. n Create a diagram List examples of natural Observation project rubric from The Children’s Bible
Develop an resources. classifying natural and resources. Religious Studies
appreciation of how Val. 24 Explain the terms man made resources. Explain how reducing, reusing Curriculum for rubric) The Beginner’s Bible
reducing, reusing and reduce, reuse and Val. o Create awareness and recycling can save natural
recycling can save recycle in their own posters/pamphlets resources Assess information
natural resources. words. informing the (pages 78 & 79) given in graphic Family Life and
Val. 25 Design posters to explain community of valuing organizer Health Curriculum
 Understand the the value of natural our natural resources.  Sub-Goal 4 Communication,
environment as a source resources. Val. p Design replicas of Standard 4.1.1 Refusal, cooperation Assess diagrams
of food, shelter and various environments Recognize the environment as a and Advocacy, Science Curriculum
protection. Val. 26 Discuss the value of and state what value source of food, shelter and Decision-making, Assess story summary
environments and how each brings to people protection Critical and Creative
 Develop an awareness they provide food, and animals. Appreciate the environment ins thinking, Self- Evaluate story Primary Social
of the importance of shelter and protection. Val. q Using pictorial which they life work and play awareness, Self- constructed (using Studies and Tourism
sharing. Val. 27 Interpret the meaning of representation Demonstrate ways to protect the acceptance. Rubric in Religious Education for The
the term sharing. demonstrate their environment. studies curriculum) Bahamas Teacher’s
 Develop an interpretation of the (page 29) Guide
appreciation for biblical Val. 28 Summarize the story of word sharing. Assess poem written
examples of sharing. feeding the five Val. r In their own words  Sub-Goal 5
thousand and give summarize the story of Develop an appreciation for living Reflection Worksheets
 Recognize ways to evidence of sharing. feeding the five in a community Empathy
share with others. thousand. Theme: Growing with Values. Interpretation End of Topic Review
Val. 29 Illustrate ways to help Val. s Create a helping flip (page 10) Application
 Understand ways in each other. book illustrating ways to Objectives: 1-3
which they can care of help each other.
their school. Val. 30 Give examples of ways Val. t Write a poem on  Theme: My Family
that they can care for showing value for their Caring for our school
their school. school by caring for it.

Key:  Religious Studies  Family Life & Health  Science  Social Studies 14
15 | P a g e Grade One Interdisciplinary Units

Unit 4 Theme: Values Topic: Affects of values Essential Questions: How do values affect how we treat others?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Val.=Values) (Val.=Values) Evaluation
 Understand the Val. 31 Discuss how ways to Val. u Using charades/pantomime Topic: Living and Non- Classification Evaluate journal/log Religious Studies
meaning of the word demonstrate our value for have students demonstrate Living Things Inferring (using rubric from Curriculum
‘service’. each other by serving. their understanding of the Strand: Characteristics of Predicting Religious Studies
word service. Organisms Observation Curriculum for rubric) The Children’s Bible
 Recognize biblical Val. 32 Give examples of ways that Val. v Keep a “service log”. The Infer what are vectors and
examples of children who biblical children valued “service log” will reflect or where they live. Asses/evaluate role The Beginner’s Bible
served well. others in their service. state the details of acts of Discuss ways to prevent play/charades. ( Their “A Voice in the
service conducted by the breeding. interpretation of Night”
 Demonstrate Val. 33 Identify ways to value student. (pages 76) service can be “Naaman is Healed”
awareness of ways to others through serving the Val. w Compare and Contrast using observed by their
serve others. sick, elderly etc. a Venn diagram how they  Sub-Goal 2 Advocacy, performances)
and a biblical character who Standard 2.3.1 Communication, and Family Life and
 Appreciate the way Val. 34 Relate the definition of served others are alike and Recognize the effects of Cooperation, Decision Assess rebus Health Curriculum
their bodies function in germs and how they can different. germs on the body making, critical and sentences
preventing illnesses. affect the body. Val. x Complete rebus sentences Appreciate the way their creative thinking, self
describing germs and their bodies function in awareness, and healthy Evaluate poems Science Curriculum
Understand what Val. 35 State the affects of germs affects on the body. preventing illnesses self management
vectors are and where and how they affect they Val. y Compose a poem on Practice various Assess Venn diagrams
they live. body. showing value for their preventative measures to using details Primary Social
environment. protect the body from presented on Studies and Tourism
Develop an Val. 36 Compose sentences of how Val. z Using shape books have harm. organisms. Education for The
understanding of ways to to take care of (value) their students compose a “ Who (page 22) Reflection Bahamas Teacher’s
prevent breeding. environment. Am I” story book. In which Empathy Evaluate story Guide
students give statements  Sub-Goal 5 Interpretation constructed (using
Val. 37 Distinguish between the about the particular Discover a sense of Application Rubric in Religious
characteristics of vectors organisms in their own identity and purpose studies curriculum)
and animals. words and end with the Theme: Serving Others
question “Who Am I?” (page 6) Assess model created.
Val. 38 Create an environment in Val. aa Create models of Objectives: 1-3
which vectors can breed to environments in which “A Voice in the Night” Worksheets
bring awareness of what vectors breed as an example “Naaman is Healed”
“Not” to do . of how not to keep their End of Topic Review
environment.
Key:  Religious Studies  Family Life & Health  Science  Social Studies 15
16 | P a g e Grade One Interdisciplinary Units

Unit 5 Theme: Socialization Topic: Understanding Socialization Essential Question: What is socialization?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Resources
(Soc.=Socialization) (Soc.=Socialization) Evaluation
 Recognize the Soc. 1 Classify acts of kindness Soc. a In small groups view pictures Topic: Living and Non- Classification Evaluate oral Religious Studies
importance of showing during a picture shuffle and of different people interacting Living Things Inferring presentation of Curriculum
kindness to others. discussion. with each other. Sort pictures Strand: Characteristics of Predicting scripture recitation.
Soc. 2 Explain and recall scriptures into two groups: Organisms Observation (using rubric from The Children’s Bible
 Develop an that teach of being kind one Infer what are vectors and Religious Studies
understanding of to another. Acts of Kindness Unkind Acts where they live. Curriculum for rubric) The Beginner’s Bible
scriptural passages that Soc. 3 Create a scrapbook Discuss ways to prevent
teach about being kind. demonstrating ways to show Soc. b Recite the scripture Ephesians breeding. Asses/evaluate role
kindness to others at home, 4:32 and or Galatians 5: 22. (pages 76) play. ( Their Family Life and
 Demonstrate school or in the community. Soc. c Design a web demonstrating  Sub-Goal 2 interpretation of Health Curriculum
awareness of ways to Soc. 4 Interpret ways that one how kindness can be spread Standard 2.1.1 ways to help and
show kindness. should be kind to their own from self to others (home, Associate parts of the entertain visitors)
bodies and its importance. school, community, visitors). body (external and Science Curriculum
 Understand the Soc. 5 Relate the importance of Soc. d Compose pictures to develop a internal) with their Assess web created to
importance of being providing the body with the scrapbook reflecting ways to functions Advocacy, demonstrate how
helpful to visitors and appropriate foods and water show kindness to others. Appreciate the way their Communication, and kindness can be Primary Social
entertaining our visitors. in order for body parts to Soc. e Role- play situations in which body functions Cooperation, Decision shown to others Studies and Tourism
function properly. they help and entertain visitors. Express the correct making, critical and Education for The
 Appreciate the way Soc. 6 Illustrate ways in which Soc. f Create/complete sentences terminology for body parts creative thinking, self Evaluate scrapbook Bahamas Teacher’s
their bodies functions. kindness can be giving examples of the word and organs awareness, and healthy Guide
demonstrated to others. socialize. Practice good hygiene and self management Evaluate booklet
 Demonstrate an Soc. 7 Dramatize ways in which Soc. g Complete a graphic organizer healthy and habits created (using Rubric
understanding of good they can be helpful to visitors defining the word socialize. (page 19) in Religious studies
hygiene and healthy and entertain visitors. Soc. h Create a “How do we socialize  Sub-Goal 3 curriculum)
habits. Soc. 8 Interpret the meaning of the booklet” documenting ways in Apply biblical values and
word socialize based on the which they socialize with others principles to everyday Reflection Assess model created.
Appreciate the many interactions discussed with (pictures and sentences). living. Empathy
ways water can be used. people and self. Theme: Growing with Interpretation Worksheets
Soc. 9 Give examples of ways in Values Application
which they can socialize with (page 17) End of Topic Review
others. Objectives: 1-3
Ephesians 4:32 and
Galatians 5: 22.
Key:  Religious Studies  Family Life & Health  Science  Social Studies 16
17 | P a g e Grade One Interdisciplinary Units

Unit 5 Theme: Socialization Topic: Socializing with others Essential Question: How do we socialize with others?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Evaluation Resources
(Soc.=Socialization) (Soc.=Socialization)
 Recognize everyday Soc. 10 Distinguish symbols to Soc. i Color all symbols that Topic: Forces and Energy Classification Evaluate journal/log Religious Studies
symbols to explain the explain the concept of love from represent the concept of love Strand: Forces and Energy Inferring (using rubric from Curriculum
concepts of love. other symbols. within an I Spy activity. Compare pushes and pulls. Predicting Religious Studies
 Develop an Soc. 11 Explain the two great Soc. j Use a template of a heart Observe and identify poles of Observation Curriculum for rubric) The Children’s Bible
understanding of the commandments during a group paste words, pictures and a magnet.
Great commandments: discussion. symbols that demonstrate or Experiment to find out which Asses/evaluate role The Beginner’s Bible
love for God and love for Soc. 12 Create a collage of images depict love being shown. objects (materials) a magnet play/charades. ( Their “A Voice in the
neighbour and words depicting how we Soc. k Create a poster that will attract/repel. interpretation of Night”
 Demonstrate show love to each other. illustrates ways they show (pages 88-89) service can be “Naaman is Healed”
awareness of ways to Soc. 13 Relate ways in which they love/help about the home. observed by their
show love for God and show love in their home. Soc. l Create a list poem or song  Sub-Goal 2 Advocacy, performances)
their neighbours. Soc. 14 Demonstrate ways to show how ways to interact with Standard 2.3.1 Communication, Family Life and
 Appreciate the need love to persons that are ill or persons infected with STI’s. Recognize the effects of germs and Cooperation, Assess rebus sentences Health Curriculum
to share the work in work sick. Soc. m Write at least five ways on the body Decision making,
about the home. Soc. 15 Create a poem/song with that they can show their love in Appreciate the way their critical and Evaluate poems
 Recognize the effects illustrations stating safe the home. bodies function in preventing creative thinking, Science Curriculum
of germs in the body. interactions with persons Soc. n Using a magnet shape book illnesses self awareness, Assess Venn diagrams
 Practice various infected with STI’s . students will write in their own Practice various preventative and healthy self using details presented
preventative measures to Soc. 16 Discuss ways in which words the definition of force, measures to protect the body management on organisms. Primary Social
protect the body from showing love to all persons ill or push, pull, repel and attract. from harm. Studies and Tourism
harm. well is important in socialization. Soc. o During pair interviews (page 23-24) Evaluate story Education for The
Understand pushes Soc. 17 Define the term force. students will discuss or share constructed (using Bahamas Teacher’s
and pulls. Soc. 18 Describe the effects of push on ways that they can socialize  Sub-Goal 4 Rubric in Religious Guide
Demonstrate an and pull on objects people and and show love to all persons in Develop an appreciation for Reflection studies curriculum)
understanding of poles of things. their community. living in a community Empathy
a magnet. Soc. 19 Explain the relationship of Soc. p Experiment with various Theme: Rights/Responsibilities Interpretation Assess model created.
Develop an magnets and other metals. materials to deduce which (page 20) Application
understanding of Soc. 20 Demonstrate the materials are attracted to Objectives: 1-3 Worksheets
materials that will relationship of magnets & metals.
attract/repel. metals. Soc. q Log the results of their  Theme 1: Myself End of Topic Review
experiments with various Let us share the work
materials and magnets.

Key:  Religious Studies  Family Life & Health  Science  Social Studies 17
18 | P a g e Grade One Interdisciplinary Units

Unit 5 Theme: Socialization Topic: The affects of socialization Essential Question: What is the impact of socialization?
Learning Outcomes Objectives Suggested Activities Suggested Content Skills Assessment/ Evaluation Resources
(Soc.=Socialization) (Soc.=Socialization)
 Develop an awareness Soc. 22 Justify the importance of laws Soc. q Create posters stating the  Sub-Goal 2 Advocacy, Evaluate journal/log Religious Studies
of the importance of and rules after discussing importance of laws and rules to Standard 2.3.1 Communication, (using rubric from Curriculum
following laws and rules. various scenarios. the home v Recognize the effects of and Cooperation, Religious Studies
 Develop an Soc. 23 Relate the need for rules in Soc. r Make a collage illustrating ways germs on the body Decision making, Curriculum for rubric) The Children’s
understanding of the the home, school and country. we respect laws and rules at Appreciate the way their critical and creative Bible
Great commandments: Soc. 24 Categorize rules specific to home, school and society. bodies function in preventing thinking, self Asses/evaluate role
The first five home, school and country. (Eg. Stopping at red lights, illnesses awareness, and play/charades. ( Their The Beginner’s
commandments. Soc. 25 Formulate at least one rule for wearing school uniform, Practice various preventative healthy self interpretation of service Bible
 Recognize rules that the school that they think is making the bed) measures to protect the management can be observed by their
should be followed at necessary. Soc. s Complete a rule sort. Read body from harm. performances)
home and school. Soc. 26 Identify persons in the home, rules. Cut out rules and paste (page 22) Family Life and
school an community who in specific groups: school, Assess rebus sentences Health Curriculum
 Demonstrate an uphold the rules/laws. home or country.  Sub-Goal 4
understanding of the Soc. 27 Infer the purpose that God Soc. t Develop an authentic school Develop an appreciation for Reflection Evaluate poems
make up of their school. gave the ten commandments. rule that can improve their living in a community Empathy Science
 Demonstrate an Soc. 28 Assemble the first five school environment. Theme: Interpretation Assess Venn diagrams Curriculum
appreciation for rules at commandments Soc. u Engage in a debate about the Rights/Responsibilities Application using details presented
school. (paraphrased) using word ten commandments and the (page 19) on organisms.
cards. purpose for which they were Objectives: 1-3 Primary Social
 Appreciate the way Soc. 29 Discuss the rules for healthy given. Evaluate story Studies and
their bodies functions. living as stated in the Dietary Soc. v Create a Commandment scroll,  Theme 3: My School constructed (using Tourism
Guidelines. sequencing the first five People who work in our Rubric in Religious Education for The
 Demonstrate an Soc. 30 Construct a pictorial commandments. school studies curriculum) Bahamas
understanding of good representation of the Soc. w Design a dietary pyramid School Rules Teacher’s Guide
hygiene and healthy guidelines, with sentences to indicating daily intake of Assess model created.
habits. explain the importance of specific food groups.
each food group. Worksheets

End of Topic Review

Key:  Religious Studies  Family Life & Health  Science  Social Studies 18
19 | P a g e Grade One Interdisciplinary Units

Additional Topics to be covered from each curriculum:

Science
Changes in the sky (pg.85)
Properties and Changes in Matter (pg. 86-87)2

Religious Studies
 Easter Story Pg. 21 -23
 Pentecost Pg. 26

Social Studies
 Going to School (pg. 32)
What is our school like? (pg.36)
The name of our school (pg.39)
Activities at school (pg. 40)
My house (pg. 23)

Key:  Religious Studies  Family Life & Health  Science  Social Studies 19
Key:  Religious Studies  Family Life & Health  Science  Social Studies 20