First Grade - Unit 4
Change Over Time
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 |
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 | Verb Discussion-Feelings chart (scroll down for those cards) Marvelous Moods (common core 2008 Chapter 3, pp.3-8) Adjectives- Plain Polly Multiple Talents: Communication #2 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 | Vocabulary (neighborhood, tradition, role, principal, teacher, librarian, custodian, bus driver, crossing guard, secretary, cafeteria workers, police officer, firefighter, folk tale, respect, friend) 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 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 Neighborhood Map Machine/Computer Lab |
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 | Compare and Contrast Text Information Rock collecting and describing and sorting Let’s Go Rock Collecting: Reader’s Theater |
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 | 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 UEN link and Lesson on Night and Day with Narrative Writing Compare and Contrast Sun and Moon What the Sun Sees/What the Moon Sees Extensions
Informative/Explanatory Writing with T-chart |
