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Social Studies Overview

* Community * Compass Rose * Directions * Neighborhoods * The World in which we live

August

* Community Leaders * Respect

Sept.

* Needs vs. Wants * Holidays * Calendar Time * Economics

October

* Pilgrims * The First voyage to America * Squanto * Wampanoag Indians * Chief Massasiot *

November

* Christmas

December

* Presidents * Government * Texas

January

* Black History * Rosa Parks * MLK * Presidents cont.

February

* Ireland * Landforms * Natural Resources * Texas

March

* The World-- continents and ocean geography * Where are we from? * Ellis Island * Statue of Liberty * Liberty Bell * The Alamo

April

May
* Inventors and Inventions * Alexander Graham Bell * Thomas Edison * Garrett Morgan * Richard Allen

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Social Studies Overview


August
SS TEK: 11A, 11B, 13A ELAR TEK: 1.4C SS TEK: 15A ELAR TEK: 1.15 B1, 1.15 B2 SS TEK: 4A, 4B ELAR TEK: 1.4C SS TEKS: 14F ELAR TEK: 1.4B, 1.7A2, 1.9B2 SS TEKS: 18B ELAR TEK:

Sept.
SS TEKS: 2A ELAR TEK

SS TEK: 1.1 B ELAR TEK: SS TEKS: 1.3 A, B, C SS TEKS: 1.4 A ELAR TEKS: 1.15B1, 1.15B2 SS TEKS: 1.5 A, B SS TEKS: 1.6 C SS TEKS: 1.9 A, B,C SS TEKS: 1.10 A, B

October

SS TEKS: 1.8 A, B, C TEKS: 1.15 B1, 1.15 B2 TEKS 1.16 A, B, C

November

TEKS 1.16 A,B,C

December

SS TEK: 2 A, B, C SS TEK: 3 A, B, C SS TEK 5B SS TEK: 12 A, B, C

January

SS TEK: 1.13 C SS TEK 14 A,B,C SS TEKS: 15 B ELAR TEKS: 1.7 A1; 1.7 B2

February

SS TEKS: 1.19 B, C SS TEKS: 1.17 B, C SS TEKS: 1.18 B, C

March

SS TEK: 6A, 6B SS TEK: 2B, 2C ELAR TEK: 1.17, 1.14 SS TEK: 3A, 3B, 3C

April

SS TEK 14A, 14B, 14C, 14E

May

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First Quarter
Number of weeks: 7 interpret ACADEMIC VOCABULARY: Describe, identify, distinguish, compare, measure, create, locate, use, explain, recite, obtain, sequence, categorize,

VOCABULARY

Community, neighborhood, rule, cardinal directions (north, south, east, west), Constitution Day, map MAJOR CONCEPTS Rules, self, families, communities, constitution, maps

Second Quarter
Number of weeks: 8 interpret ACADEMIC VOCABULARY: Describe, identify, distinguish, compare, measure, create, locate, use, explain, recite, obtain, sequence, categorize,

VOCABULARY

Past, present, future, citizen, vote, president, capital, holiday, public official, mayor, governor, symbol, tradition, calendar, days, weeks, months, years, community, justice, cardinal directions, maps, leader, job, needs, wants, goods, services MAJOR CONCEPTS Community: Leaders Holidays Calendar Time Economics

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Third Quarter
Number of weeks: 10
Vocabulary President, citizen, vote, capital, law, leader, respect, freedom, justice, symbol, anthem, motto MAJOR CONCEPTS Presidents, Black History, Martin Luther King, Texas ACADEMIC VOCABULARY: Describe, identify, distinguish, compare, measure, create, locate, use, explain, recite, obtain, sequence, categorize, interpret

fOURTH Quarter
Number of weeks: 10
ACADEMIC VOCABULARY Describe, identify, distinguish, compare, measure, create, locate, use, explain, recite, obtain, sequence, categorize, interpret VOCABULARY Landform, mountain, plain, hill, lake, river, present, future, past, inventor, invention, communicate, symbol, anthem, motto MAJOR CONCEPTS Landforms, natural resources, inventor, inventions, past/present, Texas, Americas history

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ONGOING TEKS:
(3) History. The student understands the concepts of time and chronology. The student is expected to: (A) distinguish among past, present, and future; (B) describe and measure calendar time by days, weeks, months, and years; and (C) create a calendar and simple timeline. (12) Government. The student understands the role of authority figures, public officials, and citizens. The student is expected to: (C) identify and describe the role of a good citizen in maintaining a constitutional republic. (13) Citizenship. The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: (C) identify other individuals who exemplify good citizenship. (17) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts; and (C) sequence and categorize information. (18) Social studies skills. The student communicates in oral, visual, and written forms. The student is expected to: (A) express ideas orally based on knowledge and experiences; and (B) create and interpret visual and written material. (19) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, take action to implement a decision, and reflect on the effectiveness of that decision.

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Grade

Scope

and

Sequence
WEEKS:

Curriculum
Earth and Space

for

Science

SECOND

FIRST

FOURTH

THIRD

NINE

NINE

NINE

NINE

WEEKS:

WEEKS:

WEEKS:

Force,

Organisms

Matter

Motion,

and

and

and

Energy

Energy

Environments

ONGOING TEKS:
(b) Knowledge and skills. (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to: (A) recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately; (B) recognize the importance of safe practices to keep self and others safe and healthy; and (C) identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals. (2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to: (A) ask questions about organisms, objects, and events observed in the natural world; (B) plan and conduct simple descriptive investigations such as ways objects move; (C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools; (D) record and organize data using pictures, numbers, and words; and (E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations. (3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to: (A) identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words; (B) make predictions based on observable patterns;

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Earth and Space:


UNIT VOCABULARY
sky physical properties spring gravity weather size summer sun cloud texture fall Moon phases rain color winter star wind rock streams universe air sand lakes day change pebble oceans year

9 weeks

UNIT TEKS

1.8)Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to: (A)record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy; (B)observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun; (C)identify characteristics of the seasons of the year and day and night; and (D) demonstrate that air is all around us and observe that wind is moving air. 1. (7)Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to: (A)observe, compare, describe, and sort components of soil by size, texture, and color; (B)identify and describe a variety of natural sources of water, including streams, lakes, and oceans; and (C)gather evidence of how rocks, soil, and water help to make useful products.

precipitation layer

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force and motion


25 days
UNIT VOCABULARY
Energy Magnet Location Move Light Magnetize Object Movement Heat Magnetic force Closer to Straight line motion Sound Attract Nearer to Zig zag motion Melt Poles Farther from Up and down Prism Repel Back and forth Refract Push Fast

UNIT TEKS
1.(6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to: (A) identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life; (B) predict and describe how a magnet can be used to push or pull an object; (C) describe the change in the location of an object such as closer to, nearer to, and farther from; and (D) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow. 4.B Recognize directionality of text. 4.D Use prereading supports like graphic organizers, illustrations, and pretaught vocabulary. 4.F Use visual and contextual support to read texts, develop vocabulary and background knowledge.

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matter and energy


UNIT VOCABULARY air cool energy freezing gas heat heavy ice large light liquid liquid water melting observation size small states of matter temperature texture water evaporating color sink float change

12 days
UNIT TEKS
1(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to: (A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and

Ongoing TEKS: 1.2ABCDE, 1.3BC, 1.4AB

4.c Develop sight word vocabulary, use environmental print, and comprehend language structures in written materials. 4.g Demonstrate comprehension through shared reading, retelling, summarizing, responding to questions, and taking notes.

4.B Recognize directionality of text. 4.D Use prereading supports like graphic organizers, illustrations, and pre taught vocabulary. 4.F Use visual and contextual support to read texts, develop vocabulary and background knowledge.

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organisms and environment


UNIT VOCABULARY animal features Birds plant Roots Camouflage Beaks Plant growth Seasons Color egg requirements for life Seed Habitat Feathers Flowers Seed coat Insects incubator Leaves Soil Lungs parent Life cycle Stem

9 weeks
UNIT TEKS
(A) sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring; Ongoing TEKS: 1.ABC, 2.ABCDE, 3BC, 4A (B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver; and Ongoing TEKS: 1 A B C, 2ABCDE, 3BC, 4A (C) gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter.

Example: Students will observe and identify the interdependence of Worms, Birds, and plants.

1.(10) The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. (A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats; Ongoing TEKS: 1 A B , 2ABCDE, 3BC, 4AB (B)identify and compare the parts of plants; (C) compare ways that young animals resemble their parents (D) observe and record life cycles of animals such as a chicken, frog, or fish Ongoing TEKS: 1 A BC , 2ABCDE, 3BC, 4A

Saturday, July 7, 12

Earth and Space:


Earth and Space:
Discovery Eduaction: HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Video Titles: The Magic School Bus - Out of this world, Gets lost in space, Constellation and a Baby Star Brain Pop HYPERLINK "http://www.brainpopjr.com/science/" http://www.brainpopjr.com/science/ Literature: What Makes Day and Night? by Franklin M. Branley (2.7D) The Magic School Bus Lost in the Solar System by Joanna Cole (2.7D) Moon by Gail Gibbons (2.7D) Seasons by Gail Gibbons (2.7D) The Wind and the Sun The Earth and Sky by Gallimard Jeunesse and Jean- Pierre Verdet Looking at the Sky by Jennifer Frantz The Planets in Our Solar System by Franklyn M Branley

Weather:

Discovery Education: HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Video Titles: The Magic School Bus - Kicks up a storm, Air always rises, inside a thunderstorm, All dried up Brain Pop HYPERLINK "http://www.brainpopjr.com/science/" http://www.brainpopjr.com/science/ Literature: (textbook) Harcourt Science, 2000. pp. D32-39F Cloudy with a Chance of Meatballs by Judith Barrett Wild Wacky Weather by Melvin Berger The Cloud Book by Tomie DePaola Weather Forecasting by Gail Gibbons Seasons by Gail Gibbons Weather Words by Gail Gibbons It Looked Like Spilt Milk Flash, Crash, Rumble, and Roll What About Rain? Air The Magic School Bus at the Water Works The Magic School Bus Inside a Hurricane The Wind Wagon Gilberto and the Wind Storms and Hurricane The Wind and the Sun

Saturday, July 7, 12

force and motion


Discovery Education HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Video Titles: A First Look Sound The Fabulous Five: Our Senses Peep and the Big Wide World: Night Light/Sounds Like The Wonder of Sound The Blue Dragon: Sounds Right Understanding Light How Sound is Made? Shadows and Sunlight How Sounds are Different Heat Changes Things Vibrations Understanding Shadows Force and Heat The Lights and Darkness Brain Pop HYPERLINK "http://www.brainpop.com/science/" http://www.brainpop.com/science/ Science TEKS Toolkit HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php Literature Spooky Sounds Sound (big book) Sounds of the Farm (big book, teacher edition and student copies) What Can It Be? Riddles About the Senses My Five Senses (big book) by Aliki What Makes a Shadow? by Clyde R. Bulla Day Light, Night Light by: Franklyn M. Branley Hot and Cold by Allan Fowler Hot or Not? By Nicola Baxter Science with Light and Mirrors by Helen Edom Shadows and Reflections by Tana Hoban Examples Shadow puppets Rubbing Hands Together Place a thermometer in a white t-shirt and one in a black t-shirt and measure/record difference in temperature Sound cans/phonics phones Saturday, July 7, 12

force and motion


(continued) Literature The Mystery of Magnets (Big Book & Teacher Guide) Magnet Magnet Magic Play and Learn with Magnets The Science Book of Magnets by Neil Ardley Electricity and Magnetism by Maria Gordon Experiments with Magnets by Helen J. Challand Martas Magnets by Wendy Pfeffer Science with Magnets by Helen Edom What Magnets Can Do by Allan Fowler Force & Motion (Big Book & Teacher Guide) Push or Pull? Using Tools Mrs. Toggles Zipper by Robin Pulver Forces and Movement by Peter D. Riley The Science Book of Motion FOSS Science Stories: Balance and Motion (Big book, class set of student readers available in Foss kit. See Science Stories section of FOSS binder for specific instructions.)

Textbook Harcourt Science, 2000. Unit F- Magnets pps. F30-F56 Unit F Pushes and Pulls pps. F2-F29 Pushes and Pulls p.F4 What Magnets Can Do p.F32 A Magnets End p.F38 Things Magnets Pull Through p.F42 Magnetic Race Car Game p.F54

Saturday, July 7, 12

matter and energy


Discovering Education HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Video Titles: TLC: Introduction to Physical Science Properties of Matter, Part I Matter and Its properties: Exploring phases of matter Matter and Its properties: Observing properties of matter Harcourt Science, 2000 Brain POP, Jr. HYPERLINK "http://www.brainpop.com/science/" http://www.brainpop.com/science/ Enchanted Learning HYPERLINK "http://www.enchantedlearning.com/Home.html" http://www.enchantedlearning.com/Home.html Science TEKS Toolkit HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php Sort objects and identify by properties such as color, shape, and size. Discuss/examine some liquids have different properties such as milk, water, honey, soap, oil, etc. Air in a bottle experiment. Exploring matter: Make oobleck/blubber Oobleck- made with corn starch and water Blubber- made with glue, borax and water Read Bartholomew and the Oobleck by Dr. Seuss Bubble map solid, liquid and gas. Discuss/examine/explore properties of solid, liquid and gas with balloons. Prepare 3 balloons one filled with air, one filled with water, and one with frozen water. Have students discuss and describe differences. Sink/float

Saturday, July 7, 12

organisms and environment


LIFE CYCLE-- EARTHWORMS
SRC Kit 1-3: Earthworms, Investigations 1-5. Investigation 1: Locomotion Investigation 2: Reactions to Light and Darkness Investigation 3: Food Choices and Measurement Investigation 4: Living Habits/ Classroom Vivarium Investigation 5: Worm Habitats Assessments Examples: Use Science Journals to document Student learning. Suggestions for Struggling Learners: Allow students to draw pictures or oral response in place of written expression. Suggestions for Gifted Learners: Have Learners compare and contrast two different life cycles. Web Resources: Discovery Education Streaming: HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Magic School Bus: Meets the Rot Squad Brain Pop HYPERLINK "http://www.brainpopjr.com/science" www.brainpopjr.com/science Enchanted Learning HYPERLINK "http://www.enchantedlearning.com" www.enchantedlearning.com Science TEKS Toolkit HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php Vermi the Worm HYPERLINK "http://www.ciwmb.ca.gov/vermi/game/menu.html" www.ciwmb.ca.gov/vermi/game/menu.html FOSS Web Site. Animals and Plants Together. (14 July 2005). HYPERLINK "http://www.fossweb.com/modulesK-2/Trees/index.html" http://www.fossweb.com/modulesK-2/Trees/index.html Literature: Willies Wonderful Pet Earthworms, Underground Farmers Wonderful Worms Squirmy Wormy Composters How Earthworms Live (Big Book) Earthworms & Their Food (Big Book) How Earthworms Grow (Big Book) Earthworm by Andrienne Soutter-Perrot. Saturday, July 7, 12

organisms and environment


BIRDS
Discovery Education Streaming: HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Magic School Bus: Cracks a Yolk Nye Labs HYPERLINK "http://www.BillNye.com(habitat)" www.BillNye.com(habitat) FOSS Web Site. Animals and Plants Together HYPERLINK "http://www.fossweb.com/modulesK-2/Trees/index.html" http://www.fossweb.com/modulesK-2/Trees/index.html Brain Pop Jr. HYPERLINK "http://www.brainpopjr.com/science" www.brainpopjr.com/science Science TEKS Toolkit HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php#b7 Literature: All the Birds of North America Birds (Science Safari Series) Have You Seen the Birds? Backyard Bird Watching for Kids How Do Birds Find Their Way? Penguins Eyes on Nature Harcourt Science, 2000 A48-53 (kinds of animals) A58-63 (how animals grow) B8-23 (How living things need each other) A42-47 (What animals need) A51 (Birds) Examples: Use Science Notebooks to record student observations of each investigation as well as vocabulary. SRC Kit 1-4: Birds, Investigations 1-6. Investigation 1: What is a Bird? Investigation 2: Watch the Birdie Investigation 3: Bird Nest Investigation 4: Nature walk (in Spring) Investigation 5: Food Gathering Investigation 6: Snack **Will be using incubators during this unit Assessments Examples: Use Science Journals to document Student learning.

Saturday, July 7, 12

organisms and environment


PLANTS
SRC Kit 1-9: Plants. Investigation 1: Inside a Seed Investigation 2: A Seed Grows Investigation 3: Plant Begins Investigation 4: Make a Classroom Terrarium and/or Its in the Bag Investigation 5: Harcourt Science A23, Parts of a Plant Investigation 6: AIMS Primarily Plants, pp. 16-20, Little Brown Seed Investigation 7: AIMS Primarily Plants, pp. 22-25, Seed Sort Web Resources: Discovery Education: HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Magic School Bus: Gets Planted Brain Pop, Jr. HYPERLINK "http://www.brainpopjr.com/science" www.brainpopjr.com/science Enchanted Learning HYPERLINK "http://www.enchantedlearning.com" www.enchantedlearning.com Science TEKS Toolkit HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php Literature: A Seed Grows Seasons of Arnolds Apple Tree by Dale Givens The Tiny Seed One Bean by Ann Rockwell Harcourt Science, 2000. A10-15 (Living and Nonliving)TEKS 1.9a A23-37 (plants) Assessments Examples: Use Science Journals to document Student learning.

Saturday, July 7, 12

organisms and environment


MAMMALS
* Rainforest * Desert * Ocean * Fresh Water Habitats * Ecosystems * Invertebrates * Frogs * Food Chain Web Resources: Discovery Education: HYPERLINK "http://streaming.discoveryeducation.com/" http://streaming.discoveryeducation.com/ Brain Pop, Jr. HYPERLINK "http://www.brainpopjr.com/science" www.brainpopjr.com/science Enchanted Learning HYPERLINK "http://www.enchantedlearning.com" www.enchantedlearning.com Science TEKS Toolkit HYPERLINK "http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php" http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/1.php PBS: Journey to Planet Earth http://www.scholastic.com/teachers/lesson-plan/rainforest-caterpillars-grades-k-2 Literature: Oh, The Places on Earth Dr. Seuss Life in the Rainforests : Animals People Plants by Lucy Baker My River : Big Book Unit by Shari Halpern

Frogs ( Animals (Pebble Books) ) by Gail Saunders-Smith http://www.scholastic.com/tbw/quickSearch.do?autoComplete=1&N=0&Ntk=TBW_QuickSearch_SI&Ntx=mode+matchallpartial&Ne=1314&Ntt=frogs

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