First Grade - Unit 4

Change Over Time

Unit 4 LA Standards

SOCIAL STUDIES STANDARDS

SCIENCE STANDARDS

Managing Student Work in Labs

Informational Questioning Stems

Literature (Narrative) Questioning Stems

Essential Questions

I Can” Statements  

& Assessments

Instructional Activities

Lesson Resources

1.  What are some of the phonics and language skills needed to read

first grade texts?

This means I can use nouns, pronouns, root (base) words, inflectional endings, and two-syllable words in speaking and writing.

 -understand the difference between

 common, proper, and possessive nouns and

 use them correctly in speaking and writing

 -understand the difference between

  personal, possessive, and indefinite

  pronouns and use them correctly in

  speaking and writing

 -understand and use root (base) words

  and their inflectional endings ed, ing,

  s, es, ed, est, er

 -use  frequently occurring affixes as a clue

  to the meaning of a word

 -identify two-syllable words

 

 Inflectional Endings Change Word Meanings 

Pop Up Books Lesson

Pop Up Books

Two Syllable Words

2. What words and phrases suggest feelings and appeal to the senses?

This means I can identify words and phrases in stories and poems that suggest feelings and appeal to the senses.

 -identify and explain feelings in text

  through words and phrases

 -identify and use words that appeal to the

  senses

 -use a variety of adjectives to create more

 expressive thought in speaking and writing

-“harvest” adjectives when reading narrative texts, which describe characters and settings

Suggested Texts

Verb Discussion-Feelings chart

Emotions Flash Cards

(scroll down for those cards)

Marvelous Moods (common core 2008 Chapter 3, pp.3-8)

Adjectives- Plain Polly

“Scared” poem

Storms by Seymour Simon

Multiple Talents: Communication #2

Giggle Poetry

Characters

Analogy Poetry

Writing Fix-Compare/Contrast lessons

Utah State SOCIAL STUDIES Core Curriculum Standards  

Enduring Understanding:  Recognize and identify the people and their roles in the school and neighborhood and explain how these roles change over time.

Essential Questions

“I Can” Statements & Assessments

Instructional Activities

Lesson Resources

3. Who are the people in the school and neighborhood and what are their roles?

This means I can identify the roles of people in the school and explain how these roles change over time.

 -participate in shared reading and research

  to determine roles and responsibilities of

  people in the school

 -identify and describe the people in the

  neighborhood and their different roles

 -compare and contrast adventures and

  experiences of characters in stories and

  compare and contrast two different texts

 -use verbs with varying shades of meaning to

  describe the roles of people in the schools  

 -use adjectives in writing about helpers

Suggested Texts

Vocabulary (neighborhood, tradition, role, principal, teacher, librarian, custodian, bus driver, crossing guard, secretary, cafeteria workers, police officer, firefighter, folk tale, respect, friend)

Black Lagoon Lesson

School Helpers Give Me A Hand!

UEN Interactive With Group Reports  

1st grade lessons on community helpers

Listen about places in the neighborhood Ben’s guide to government website-Read about librarians

Compare and Contrast with Leo Lionni 

Informational Text Features

Poetry about Neighborhood Helpers with Informative/Explanatory Writing

4. How do neighborhoods change over time?

This means I can explain and discuss how neighborhoods change over time.

 -describe places, things, and events that have

  changed over time in the neighborhood

 -examine and explain how all things change

  over time (self, parents, family structure,

  environment, home, etc.)

 -use frequently occurring conjunctions

  (e.g. and, but, or, so, because)

 -write compound sentences using conjunctions

 to explain changes in neighborhoods over time

Neighborhoods Change Over Time with Informative/Explanatory Writing

Neighborhoods of the Past

Growing Up Long Ago

Conjunctions

Conjunction Junction

Pilgrim Life

The Olden Days

Neighborhood Map Machine/Computer Lab

Everything Changes Over Time

Shared and Independent Narrative Writing


Utah State SCIENCE Core Curriculum Standards  

Enduring Understanding:  Investigate the natural world including rock, soil and water.

Essential Question

“I Can” Statements & Assessments

Instructional Activities

Lesson Resources

5.  What are the characteristics of rocks, soil, and water?

This means I can investigate the natural world including rocks, soil, and water.

 -compare and contrast the information

  presented in a variety of texts about rocks

 -observe, compare, describe, and sort rocks

 -observe and gather evidence about  rocks,

  soil and water  

 -participate in collecting soil and rock samples

  to determine their components of by size,

  textures, and color

 -explore and describe rocks and soil change

  over time

 -while obtaining information about rocks, chart

  the informational text features (e.g., bold,

  captions, etc)

 -write, draw, and explain the properties of

  rocks using new vocabulary words

 -explain about water in streams, lakes, and

  oceans after reading a variety of texts about

  natural sources of water

 -explain the importance of clouds in the water

  cycle

 -describe different forms of water

Suggested Texts   

Compare and Contrast Text Information

Rock collecting and describing and sorting

Let’s Go Rock Collecting: Reader’s Theater

UEN Just Look Around You

UEN Supplemental Materials

Walking Field Trip

Rock Art Link

Soil

UEN Lesson: Water is Special

Narrative writing

Water Mural

Water Movements

6.  How does the appearance of the sun and moon change during the daylight?

This means I can observe and describe the changes in appearance of the sun and moon during daylight.

 -observe the sun at different times during the

  day and report observations to peers

 -observe and chart the moon when it is visible

  during the day (change over time)

 -write an informative/explanatory piece

  comparing and contrasting the information

  in two different books about sun, moon

 -use temporal prepositions to signal event

  changes when writing about the changes in

  the moon and sun through narrative writing

 -compare and contrast the appearance of the

   sun with the moon during the daylight

Suggested Texts

Invitation to Learn- Observing the Sky

(Core Academy 2010)

Out of This World Lesson (Core Academy 2010)

Lesson on comparing the sun and moon

Research Folder and Sample Picture

Resources

UEN link and Lesson on Night and Day with Narrative Writing

Temporal Words Signal Change

Compare and Contrast Sun and Moon

What the Sun Sees/What the Moon Sees Extensions

 

Informative/Explanatory Writing with T-chart