Social Science
Grade 1: Heritage and Citizenship: Relationships, Rules, and Responsibilities |
Planning: Term # Tracking: Ach. Level |
|||
Overall Expectations |
1 |
2 |
3 |
4 |
* identify
people with whom they have significant relationships, and the rules and
responsibilities associated with people, places, and events in their lives
and communities; |
|
|
|
|
* use
a variety of resources and tools to gather, process, and communicate
information about the rules people follow in daily life and the
responsibilities of family members and other people in their school and
community; |
|
|
|
|
*
explain how and why relationships, rules, and responsibilities may change
over time, and in different places. |
|
|
|
|
Specific Expectations |
|
|
|
|
Knowledge and Understanding |
|
|
|
|
*
state in simple terms what "relationships", "rules", and
"responsibilities" are; |
|
|
|
|
*
explain why rules and responsibilities have been established (e.g., for
protection and safety, for fair division of work); |
|
|
|
|
* identify
important relationships in their lives (e.g., with family members, friends,
pets, teachers) and name some responsibilities that are part of these
relationships; |
|
|
|
|
* describe
significant people and places in their lives (e.g., parents, sports figures;
bedroom, park, playground, community centre) and the rules associated with
them; |
|
|
|
|
*
identify significant events in their lives (e.g., their first day of school,
a trip) and the rules associated with them; |
|
|
|
|
*
describe how they follow the rules about respecting the rights and property
of other people and about using the shared environment responsibly (e.g., by
sharing, being courteous, cooperating, not littering). |
|
|
|
|
Inquiry/Research and Communication Skills |
|
|
|
|
*
brainstorm and ask simple questions (e.g., How? Why?) to gain information
about relationships, rules, and responsibilities; |
|
|
|
|
*
use primary and secondary sources to locate information about relationships,
rules, and responsibilities in their home, school, and community (e.g.,
primary sources: interviews, eyewitness visitors, class trips; secondary
sources: maps, illustrations, print materials, technology); |
|
|
|
|
*
use illustrations, key words, and simple sentences (e.g., chart, picture
book, cartoon) to sort, classify, and record information about relationships,
rules, and responsibilities; |
|
|
|
|
*
construct and read concrete, pictorial, and simple maps, graphs, charts,
diagrams, and timelines to clarify and present information about
relationships, rules, and responsibilities in their daily lives (e.g.,
timeline of a school day, class graph of students' responsibilities at home); |
|
|
|
|
*
use appropriate vocabulary (e.g., change, rights, responsibilities, roles,
respecting rules, cooperating, being courteous) to communicate the results of
inquiries and observations about relationships, rules, and responsibilities. |
|
|
|
|
Application |
|
|
|
|
*
explain how events and actions (e.g., a ban on popular toys at school, birth
of a sibling) can cause rules and responsibilities to change, and describe
what some new rules and responsibilities might be; |
|
|
|
|
*
identify an area of concern (e.g., littering, sharing, conflicts), and
suggest changes in rules or responsibilities to provide possible solutions; |
|
|
|
|
*
order a sequence of events to demonstrate how relationships, rules, or
responsibilities change over time (e.g., throughout the day, throughout the
school year), and in different places. |
|
|
|
|
Student Name: |
|
|
|
|
Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.