FIRST GRADE LITERACY CURRICULUM

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Barren County Schools First Grade Curriculum 2012 Update

2012 Update

Barren County SchoolsFirst Grade Curriculum

2012 Curriculum Update

Shari Alexander

District Curriculum Resource TeacherBarren County SchoolsELA Curriculum

READING STANDARDS FOR LITERATURE

Key Ideas and Details

1. Ask and answer questions about key details in a text.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

3. Describe characters, settings, and major events in a story, using key details.

Craft and Structure

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

6. Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

7. Use illustrations and details in a story to describe its characters, setting, or events.

8. (Not applicable to literature)

9. Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity

10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

READING STANDARDS FOR INFORMATIONAL TEXT

Key Ideas and Details

1. Ask and answer questions about key details in a text.

2. Identify the main topic and retell key details of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas

7. Use the illustrations and details in a text to describe its key ideas.

8. Identify the reasons an author gives to support points in a text.

9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity

10. With prompting and support, read informational texts appropriately complex for grade 1.

READING STANDARDS: FOUNDATIONAL SKILLS

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Phonological Awareness

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs.

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

Fluency

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

WRITING STANDARDS

Text Types and Purposes

1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Production and Distribution of Writing

4. (Begins in grade 3)

5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge

7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

9. (Begins in grade 4)

Range of Writing

10. (Begins in grade 3)

SPEAKING AND LISTENING

Comprehension and Collaboration

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

LANGUAGE

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print all upper- and lowercase letters.

b. Use common, proper, and possessive nouns.

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h. Use determiners (e.g., articles, demonstratives).

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.

b. Use end punctuation for sentences.

c. Use commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Knowledge of Language

3. (Begins in grade 2)

Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

*Penmanship/Handwriting (*although not KCAS, legible penmanship is an expectation and should be taught/reinforced annually)

Print legibly, use top, middle and bottom lines correctly and space letters, words, and sentences appropriately.

Barren County SchoolsMathematics Curriculum

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 1.)

1.OA.2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction.

1.OA.3: Apply properties of operations as strategies to add and subtract. (Note: Students need not use formal terms for these properties.)

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so

2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

1.OA.4: Understand subtraction as an unknown-addend problem. For example,

subtract 10 – 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20.

1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equations.

1.OA.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = – 3, 6 + 6 = .

Number and Operations in Base Ten

Extend the counting sequence.

1.NBT.1:Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand place value.

1.NBT.2:Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones — called a “ten.”

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.3:Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.

1.NBT.4:Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.5:Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.6:Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Measurement and Data

Measure lengths indirectly and by iterating length units.

1.MD.1:Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.2:Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Tell and write time.

1.MD.3:Tell and write time in hours and half-hours using analog and digital clocks.

Represent and interpret data.

1.MD.4:Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Geometry

Reason with shapes and their attributes.

1.G.1:Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

1.G.2:Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Note: Students do not need to learn formal names such as “right rectangular prism.”)

1.G.3:Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

Barren County Schools

Science Curriculum

Science

Tested at Grade 4

Physical Science25%

Earth/Space Science25%

Life Science30%

Unifying Ideas25%

Life Science

Habitats: Living Things and their Environment

Concept Objectives:

· Students will develop an awareness of how species depend on one another and on the environment for survival.

· Students will develop an awareness of how living organisms can be grouped according to their characteristics.

· Students will develop awareness that there are many kinds of living things and a great variety of environments.

· Students will develop an awareness of how human actions can have a positive or negative effect on the environment.

· Students will develop an awareness of how to use and describe basic measurement concepts including length, width, time, temperature, volume, and capacity.

Supporting Content:

Living things live in environments to which they are particularly suited.

Specific habitats and what lives there, for example:

Forest (oak trees, squirrels, raccoons, snails, mice)

Meadow and prairie (wildflowers, grasses, prairie dogs)

Underground (fungi, moles, worms)

Desert (cactus, lizard, scorpion)

Water (fish, oysters, starfish)

Identify purpose of plant and animal body coverings.

The food chain: a way of picturing the relationships between living things

Animals: big animals eat little ones, big animals die and are eaten by

little ones.

Plants: nutrients, water, soil, air, sunlight

Oceans and Undersea Life

1. Most of earth is covered with water.

2. Locate oceans: Pacific, Atlantic, Indian, Artic.

3. Oceans are salt water (unlike fresh water rivers and lakes).

4. Coast, shore, waves, tides, (high and low)

5. Currents, the Gulf Stream

6. Landscape of the ocean floor: mountain peaks and deep valleys (trenches)

7. Diversity of ocean life: from organisms too small for the eye to see (plankton),

to giant whales

8. Dangers to ocean life (for example, over fishing, pollution, oil spills)

Environmental Change and Habitat Destruction

1. Environments are consistently changing, and this can sometimes pose dangers to specific habitats, for example:

a. Effects of population and development

b. Rainforest clearing, pollution, liter

c. Endangered Species

Health and Human Body (see Practical Living for supporting content)

Concept Objectives:

· Students will develop an awareness of how body systems work.

· Students will understand the importance of maintaining and promoting personal health.

Physical Science

Concept Objectives:

· Students will develop an awareness of how the same material can exist in different states.

· Students will develop an awareness of physical properties as well as change in states of matter.

· Students will recognize that objects can be classified by physical properties.

· Students will understand that information can be gathered through observation and experimentation.

· Students will understand electricity as a distinct source of energy and the importance of conserving it.

· Students will understand properties of electricity and its application to their lives.

· Students will develop an awareness of safety during classroom investigations and real life situations.

· Students will develop an awareness of the basic physical phenomena of sound.*

Properties of Matter

1. Basic concept of atoms

2. Names and common examples of three states of matter:

a. Solid (for example, wood, rocks)

b. Liquid (for example, water)

c. Gas (for example, air, steam)

3. Water as an example of changing states of matter of a single substance

Motion

1. Pushes and pulls

2. Speed

3. Magnets

4. Machines make work easier

Properties of Matter: Measurement

1. Units of measurement:

a. Length: centimeter, inch foot

b. Volume: gallon, quart

2. Temperature: degrees Fahrenheit

Sounds and Waves*(not in handbook)

1. Sound

2. Vibrations make sound

3. How sound travels

Introduction to Electricity

1. Static electricity

2. Basic parts of simple electric circuits (for example, batteries, wire, bulb or

buzzer, switch)

3. Conductive and nonconductive materials

4. Safety rules for electricity (for example, never put your finger, or anything

metallic, in an electrical outlet; never touch a switch or electrical appliance

when your hands are wet or when you’re in the bathtub; never put your

finger in a lamp socket; etc.)

Earth Science

Concept Objectives:

· Students will develop an awareness of basic features of the earth’s interior.

· Students will develop an awareness of the major features of the earth’s surface.

· Students will develop an awareness of the movement of the earth and how it affects life.

· Students will develop an awareness of the characteristics and components of the solar system and the impact of the sun on life on earth (with an emphasis on weather/climates).

Earth Materials

1. Inside the earth

a. Layers: crust, mantle, core

b. High temperatures

2. Volcanoes and geysers

3. Rocks and minerals

a. Formation and characteristics of different kinds of rocks:

1) Metamorphic

2) Igneous

3) Sedimentary

b. Important minerals in the earth (such as quartz, gold, sulfur, coal,

diamond, iron ore)

Weather and Climate 1. Sun’s importance in weather

2. Simple weather instruments

3. Seasons

4. Desert climate, tropical rainforest climate, arctic climate

Land, water and resources

1. Landforms and bodies of water

2. Properties of rocks and soil

3. Resources and recycling

Scientific Inquiry

Concept Objectives:

· Students will understand major discoveries in science, some of their social and economic effects, and the primary scientists and inventors responsible for them.

· Students will understand that people of varied backgrounds have made contributions to science throughout history.

· Students will understand the relationship between science and human activity and how it can change the world.

Experimentation

1. Conduct experiments on force and motion

2. Construct a ramp

3. Conduct experiments using barometer, rain gauge, thermometer

Biographies

1. Rachel Carson

2. Thomas Edison

3. Edward Jenner

4. Louis Pasteur

Barren County Schools

Social Studies Curriculum

Social Studies

Sub-domain

Grade 5

Government and Civics

20%

Cultures and Societies

10%

Economics

15%

Geography

20%

Historical Perspective

35%

Historical Perspective and Culture and Society

I. Early Civilizations

Mesopotamia: The “Cradle of Civilization”

Concept Objectives:

· Students will develop an awareness of the close relationship between society and the law.

· Students will develop an awareness of the concept of region and the variety of ways to identify regions (by race, religion, politics, culture, geography, political boundaries, climate, industry or wildlife)

· Students will develop an understanding of the patterns of human settlement and their influences.

Supporting Content:

1. Importance of Tigris and Euphrates Rivers

2. Development of writing, why writing is important to the development of civilization

3. Code of Hammurabi (early code of laws), why rules and laws are important to the development of civilization

Ancient Egypt

Concept Objectives:

· Students will gain an understanding of how a culture’s art reflects its political, social, and cultural beliefs.

· Students will understand the complex nature of a given culture: its history, government, economy, geography, literature, religion, and art.

· Students will understand family life now and in the past, and how it is both similar to and different from today.

· Students will develop an awareness of how cultural ideals and values are portrayed in visual images.

· Students will understand how the geography of Egypt affected its civilization.

Supporting Content:

1. Geography of Egypt

(a) Africa

(b) Sahara Desert

2. Importance of Nile River, floods and farming

3. Pharaohs

(a) Tutankhamen

(b) Hatsheput, woman pharaoh

4. Pyramids and mummies, animals gods, Sphinx

5. Writing: hieroglyphics

Early People and Civilizations

· Students will develop an awareness of the differences in political systems and how political systems gain power over people and land.

· Students will develop an awareness of the forces of cooperation and conflict that shape historical events.

· Students will understand the motivations of the explorers and the impact of exploration on indigenous cultures.

A. The Earliest People: Hunters and Nomads

Concept Objectives:

· Students will understand the reason for human migration.

· Students will develop an awareness of the lives of hunters and gatherers compared to those who cultivated plants and raised domesticated animals for food.

1. Crossing the land bridge from Asia to North America

(a) From hunting to farming

(b) Gradual development of early towns and cities

(c ) People first reach Kentucky about 12000 and 30,000 years ago from Asia (Paleo Period 10,000-8,000B.C.).

Began farming 3,000 years after Ice Age (Archaic Period 8000-1000 B.C.)

B. Maya, Inca, and Aztec Civilizations

Concept Objectives:

· Students will develop an awareness of how cultural ideals are portrayed in visual images

· Students will develop an awareness of chronology and understand how major events relate to one another.

· Students will develop an awareness of how human actions modify the physical environment.

1. Maya in Mexico and Central America

2. Aztecs in Mexico

(a) Moctezuma (also called Montezuma)

(b) Tenochtitlan (Mexico City)

3. Inca in South America (Peru, Chile)

(a) Cities in the Andes, Machu Picchu

C. Early Exploration and Settlement

Concept Objectives:

· Students will understand the human, social, and economic impacts of exploration.

· Students will become aware that historical events usually have multiple causes and effects.

1. Columbus (review)

2. The Conquistadors

(a) The search for gold and silver

(b) Hernan Cortes and the Aztecs

© Francisco Pizarro and the Inca

(d) Disease devastate Native American population

C. English Settlers

Concept Objectives:

· Students will develop an awareness of chronology and understand how major events relate to one another.

· Students will develop an awareness of ways in which people depend on their physical environment, including natural resources, to meet basic needs.

· Students will gain an appreciation for people who have influenced our country’s history.

· Students will understand the causes for the movement of large groups of people into and within the United States.

(a) The story of the Lost Colony

(1) Sir Walter Raleigh

(2) Virginia Dare

(b) Virginia

(1) Jamestown

(2) Captain John Smith

(3) Pocahontas and Powhatan

D. Slavery, plantations in Southern colonies

E. Massachusetts

(a) Pilgrims, Mayflower, Thanksgiving Day

(b) Massachusetts Bay Colony, the Puritans

III. From Colonies to Independence: The American Revolution

Concept Objectives:

· Students will develop an awareness of the chronology of significant events and the influence of various individuals and groups on the American Revolution.

· Students will understand how democratic values and American political ideals came to be and how they have been exemplified by people, events, and symbols.

· Students will gain an appreciation for people who have influenced our country’s history.

· Students will develop an understanding of the causes of the American Revolution, the ideas and interests that shaped the revolutionary movement, and reasons for the American victory.

A. Locate the original thirteen colonies

B. The Boston Tea Party

C. Paul Revere’s ride, “One if by land, two if by sea”

D. Minutemen and Redcoats, the “shot heard around the world”

E. Thomas Jefferson and the Declaration of Independence, “We hold these

truths to be self-evident, that all men are created equal. . . .”

F. Fourth of July

G. Benjamin Franklin: patriot, inventor, writer

H. George Washington: from military commander to our first president

Martha Washington

Our national capital city named Washington

I. Legend of Betsy Ross and the flag

IV. Early Exploration of the American West

Concept Objectives:

· Students will gain an appreciation for people who have influenced our country’s history.

· Students will understand the changes in the West during the time of the Westward Expansion.

· Students will understand the people, events, problems, and ideas that were significant in the expansion of the United States.

A. Daniel Boone and the Wilderness Road

B. The Louisiana Purchase

(1) Explorations of Lewis and Clark

(2) Sacagawea

C. Geography: Locate the Appalachian Mountains, the Rocky Mountains,

and the Mississippi River

V. Modern Civilization and Culture: Mexico Today

Concept Objectives:

· Students will understand the major characteristics of modern Mexico

· Students will understand family life in Mexico and how it is both similar to, and different from, life in the U.S.

· Students will develop an awareness of the observance of holidays and celebrations, past and present.

· Students will develop an awareness of place and understand how geography influenced historical evenets and the development of culture.

· Students will develop an awareness of the location and physical characteristics of places such as landforms, bodies of water, and other geographic features

Supporting Content:A. The location of Mexico relative to Canada and the United States.

B. The location of Central America, the Yucatan Peninsula, the Pacific Ocean, the Gulf of Mexico, the Rio Grande, and Mexico City

C. The mix of native American and Spanish heritage in Mexican culture

D. Representative traditions: the fiesta and the piñata

E. The reason that September 16 (El Dieciseis de Septiembre) is Mexican Independence Day and a national holiday

Geography

Concept Objectives:

· Students will develop an awareness of ways in which people depend on their physical environment, including natural resources, to meet basic needs.

· Students will develop an awareness of geographic terms and features and how they are represented on maps.

· Students will develop an awareness of place and understand how geography influenced historical events and the development of cultures.

· Students will understand the characteristics and uses of maps, globes, and other geographic tools.

· Students will understand geography in terms of physical features, environmental patterns, and human settlements.

· Students will understand various maps and their uses.

· Students will develop an awareness of cardinal directions and map legends.

· Students will develop an awareness of the location and physical characteristics of places such as landforms, bodies, of water, and other geographic features.

Geography: Spatial Sense (working with maps, globes and other

geographic tools)

· Name your continent, country, state and community

· Understand that maps have keys or legends with symbols and their

uses

· Find directions on a map: east, west, north, south

· Identify major oceans: Atlantic, Pacific, Arctic, Indian

· Review the 7 continents

· Locate: Canada, United States, Mexico, Central America

· Locate: North and South Poles, Equator, Northern and Southern

Hemispheres

· Terms to know: peninsula, harbor, bay, island· Name and locate Barren County · Name and locate Region of KY: Pennyroyal Region· Geographical Terms and Features: Kentucky River, Ohio River, Mississippi River, Big Sandy and Tug Fork Rivers help form the shape of the state of Kentucky Appalachian MountainsGeography in History· Locate North American continent, Mexico relative to Canada and

the US, Alaska and Hawaii

· Central America, Yucatan Peninsula

· Pacific Ocean, Gulf of Mexico, Rio Grande

· Mexico

Government

I. Early American Government

A. Review presidents

1. George Washington

2. Thomas Jefferson

3. Abraham Lincoln

4. Theodore Roosevelt

5. Current United States President

B. Symbol and Figures

Concept Objectives:

· Students will understand the importance of symbols to the culture of a people.

· Students will gain an appreciation for symbols and celebrations and how they are used to honor history.

· Students will understand symbols and how they represent American values, beliefs, and principles.

Recognize and become familiar with the significance of:

1. Liberty Bell

2. American flag

3. Eagle

4. Kentucky State Bird

5. Kentucky State Flower

Economics

· Review economics terms from Kindergarten

· Introduce terms: scarcity (not enough), supply and demand (how much you have and how much someone else wants), market (the place where goods and services are exchanged), buyers and sellers (people who purchase something and the person who has it for sale), barter (exchanging without using money), and taxes (the amount of money that the government requires you to pay on purchases and income).

· Identify types of goods and services and recognize the types and purposes of work.

· Recognize that one of a bank’s jobs is to save money.

· Introduce community helpers that provide goods and services and are paid by taxes.

· Recognize the different roles of families in the economic system.

· Master that money replaced barter as a more efficient system of exchange.

· Master that producers create goods and services and consumers make economic choices about which to buy.

Barren County Schools

Practical Living Curriculum

Practical Living

Practical Living Sub Domain

Assessed at Grade 4

Health/PE

75%

Consumerism/Vocational

25%

HEALTH

Substance Abuse

· Define drug(s)

· Recognize that the improper use of drugs can cause harm to your body

· Recognize the importance of making wise choices about drugs

· State the effects of chemical dependency on the family

Nutrition Education

· Name and give examples of different food groups

Physical Health and Wellness

· Recognize germs make people sick

· Recognize you can contract an illness from others

· Introduce the idea of body systems, and have students identify basic parts of the following body systems:

*Skeletal system: skeleton, bones, and skull

*Muscular system: muscles

*Digestive system: mouth, stomach

*Circulatory system: heart and blood

*Nervous system: brain, nerves

· Introduce taking care of your body: exercise, cleanliness, healthy foods, rest (Parents need to re-enforce)

· Introduce vaccinations

· Introduce body changes

Personal Health and Safety

· Explain the rules of the school

· Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills

· Explain the importance of the proper use of safety equipment

· Explain how strangers are potentially unsafe/threatening

· Give examples of various types of emergencies

· Be able to give an example of a time when anger was felt and recognize the effects on the body

· State safety rules for electricity

PHYSICAL EDUCATION

· There are fundamental motor skills for enhancing physical development

· Explore locomotor and non-locomotor movements

· Identify and perform all 7 basic locomotor skills

· Distinguish between locomotor and non-locomotor skills

· Perform simple movement sequence containing loco motor and non-loco motor skills

· There are fundamental manipulative skills

· Explore striking

· Explore throwing

· Explore catching

· Explore kicking

· Explore dribbling

· Explore volleying

· Explore shooting

· Refine all manipulative skills with introduction to teaching clues

· There are fundamental movement concepts

· Exploration of body awareness

· Exploration of space awareness including self and general space

· Exploration of time such as how slow or fast the body is moving

· Combines body awareness, space awareness, and time to movement through the activity area

· Physical and social benefits result from regular and appropriate participation in physical activities throughout one’s lifetime

· Introduction to the benefits of regular exercise

· Demonstrate ability to check heart rate on signal

· Introduction to the concepts of frequency, intensity, time and type

· Frequent practice contributes to improved performance

· Introduction to benefits of appropriate practice

· Basic rules for participating in simple games and activities are needed to make games fair

· Students demonstrate the ability to follow simple rules while participating in game play

· Introduce that rules of behavior and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyable

· Students demonstrate good sportsmanship during various physical activities

AH-E-CREATING DANCE)

· Students will begin to think about movement ideas that could be used to compose a dance using locomotor and non-locomotor movements

AH-E- (PERFORMING A DANCE)

· Students will begin to perform a dance in a group and be introduced to square dancing

· Students will be introduced to the fact that there are three purposes of dance:

ceremonial, recreational and artistic

CONSUMERISM

Most of this will be in the social studies section under the sub domain of economics. Please refer to that as you teach this sub domain.

· Explain that families are different from one another (nuclear family, single-parent family, blended family)

VOCATIONAL STUDIES

Individual and Family Relationships

· Recognize and explain the importance of rules, cooperation, rights, responsibilities, choices, conflict resolution, values, respect, and sources of authority

· Understand freedom is a special right

· Identify the role of a citizen

· Explain that families are different from one another (nuclear family, single-parent family, blended family)

· Discuss positive ways to express feelings

· Discuss examples of positive and negative peer pressure

· Recognize that stress affects the body

Choosing and Preparing for a Career · Continue to work on knowing that people need to work to meet basic needs

· Continue to work on knowing that male and female roles are changing in many occupations

· Continue to work on knowing that there are different job opportunities in the home, school and community

Community Resources and Services

· Identify community agencies/resources and determine their services

· Recognize that certain community agencies provide health and safety services

· Talk about community opportunities for physical activity

Barren County Schools

Arts and Humanities

Coming Soon…Dance, Drama, Art until then use POS

Music

I.Elements of Music – Through participation in creating and performing activities, become familiar with basic music elements

Dynamics – Distinguish between getting louder and getting softer

Melody – Begin to recognize melodic direction, higher/ lower

Harmony – Sing in unison with and without accompaniment

Harmony – Begin to recognize ostinato on the keyboard

Form – Recognize Introduction and ABA/3-part form

II. Music Notation – Understand that music is written down in a special way and through participation, begin to read music using the following:A. Rhythm – Recognize and perform quarter note, eighth note, and quarter rest

B. Recognize: staff, bar line, double bar line, measure

III. Listening and Understanding

A. Timbre

1. Recognize members of the percussion family by sight and by sound

2. Distinguish between adult and child voices

B. Cultures and Styles

1. Discuss characteristics of Native American music

2. Recognize, sing and move to game songs

ART

Program of Studies: Understandings – AH-P-SA-U-2, AH-P-SA-U-3, AH-P-SA-U-4,

AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4

Skills and Concepts – AH-P-SA-S-VA1, AH-P-SA-S-VA2, AH-P-SA-S-VA3,

AH-P-PA-S-VA1, AH-P-PA-S-VA2, AH-P-PA-S-VA2, AH-P-PA-S-VA4, AH-P-PA-S-VA5

Core Content: AH-EP-1.4.1

Students will identify or describe elements of art and principles of design in works of art.

Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and color schemes (warm, cool, neutral – black, white, gray, sometimes brown/beige as earth tones)

Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth)

AH-EP-4.4.2

Students will choose media to create artworks with a basic understanding of how to use the media.

Students will recognize and identify or describe the following elements of art and principle of design and use these elements and this principle with a variety of media to create artworks independently and with others.

Students will begin to learn how to use knowledge of the elements and principles and art terminology to describe and critique their own and the work of others.

Line: line direction (vertical, horizontal, diagonal)

Shape: free form (organic) – Describe the difference between geometric and free

form.

Color: warm, cool, neutral

Texture: Describe the difference between textures (e.g., rough, smooth, hard, soft,

bumpy, fury).

Form: Know the term.

Balance: formal (symmetry)

(Continued on next page)

Art

Humanity and Purposes

Academic Expectations: 2.24, 2.25, 2.26

Program of Studies: Understandings – AH-P-HA-U-1, AH-P-HA-U-2, AH-P-HA-U-3,

AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3

Skills and Concepts – AH-P-HA-S-VA1, AH-P-HA-S-VA2, AH-P-HA-S-VA3,

AH-P-PCA-S-VA1, AH-P-PCA-S-VA

Core Content: AH-EP-2.4.1

Students will identify art from the following cultures and periods.

Cultures: Native American, Traditional Appalachian, West African

Periods: Colonial American

AH-EP-3.4.1

Students will experience visual art works created for a variety of purposes.

Purposes of art: (different roles of art)

Ceremonial – ritual, celebration, artworks created to support worship ceremonies

(e.g., ceremonial masks)

Artistic expression – artwork to express or communicate emotions, ideas, feelings

(e.g., for self-expression, to decorate or beautify objects)

Narrative – artworks that tell stories, describe and illustrate experiences, or

communicate ideas or information, art to document important or historical events

(e.g., Native American totem poles, cave and wall paintings)

Functional – artistic objects used in everyday life (e.g., pottery, quilts, baskets)

Students will begin to associate artworks they experience or create with Native American and Appalachian cultures and will begin to describe how art of these cultures reflects the cultures.

Students will begin to describe artworks of Native American and Appalachian cultures using visual art terminology.

Students will begin to develop an awareness of the purposes for which artworks are created and will experience and create new artworks designed to fulfill a variety of specific purposes.

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