Professional Documents
Culture Documents
First Grade Monthly Overview
First Grade Monthly Overview
August
Sept.
October
* Pilgrims * The First voyage to America * Squanto * Wampanoag Indians * Chief Massasiot *
November
* Christmas
December
January
February
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
Saturday, July 7, 12
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
November
December
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
March
SS TEK: 6A, 6B SS TEK: 2B, 2C ELAR TEK: 1.17, 1.14 SS TEK: 3A, 3B, 3C
April
May
Saturday, July 7, 12
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
Saturday, July 7, 12
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
Saturday, July 7, 12
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.
Saturday, July 7, 12
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;
Saturday, July 7, 12
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
Saturday, July 7, 12
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.
Saturday, July 7, 12
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
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.
Saturday, July 7, 12
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
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
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
Saturday, July 7, 12
Saturday, July 7, 12
Saturday, July 7, 12
Saturday, July 7, 12