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Grade 1

History-Social Science

“On the Move”

March 12, 2019

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Agenda

08:30 – 10:00 10:00 – 10:10 10:10 – 11:30 11:30 – 12:30 12:30 – 2:30	Demonstration of EEI Unit Lesson Break HSS Framework and EEI Lesson Lunch Ordering, and Planning EEI

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On the Move

Education and the Environment Initiative (EEI)

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On the Move

Content: Life Today and Long Ago (HSS Standard 1.4.2)

Inquiry: How is our life different from those who lived in the past, and how is it the same?

Learning Target: Students will learn how transportation has changed over time and how methods used from the past and present rely on natural resources.

Evidence of Learning: Students will complete the Student Workbook and assessments from “On the Move.”

California Environmental Principle I: People depend on natural systems

Citizenship: Students will interview senior citizens about the changes in transportation they have experienced in their lifetimes. With guidance, students will summarize the interview (s) and submit it/them as a class for publication in the school or community newsletter.

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Lesson 1 - Moving on Land

Success Criteria: I can explain how travel has changed from the past to the present.

How do you get from one place to another?

What things get transported from one place to another?

Read On the Move Through Time

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Which of these ways of going places do you think people used a hundred years ago?

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Lesson 1 -

Moving on Land

Lesson 1 -

Moving on Land

How are the photographs on this page different from the photographs of the first page?
Which of these ways of moving things could carry the heaviest loads?
Why could they carry heavy loads?
Which of these ways of moving things need gas or diesel fuel to make them go?

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Lesson 1 -

Moving on Land

Lesson 1 -

Moving on Land

How are these bikes alike and different?
What are bikes used for?

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Lesson 1 - Moving on Land

Find ways in which things used for transportation in the past are different from what they are in the present.

Use these sentence starters:

In the past…

In the present...

Moving on Lan

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Lesson 1 -

Moving on Land

Success Criteria: I can explain how travel has changed from the past to the present.

Sort the “Transportation Cards” into two piles:

Transportation used in the past
Transportation used in the present.

How does transportation today differ from transportation used long ago?

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Lesson 1 -

Moving on Land

Success Criteria: I can explain how travel has changed from the past to the present.

Now, sort cards into pairs showing how one form of transportation used in the past has changed to what is used in the present (today).

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Lesson 1 -

Moving on Land

Success Criteria: I can explain how travel has changed from the past to the present.

Turn Student Workbook to pg. 2
Glue the Transportation Cards for each pair in the correct space, “past” or “present.”
Groups share out one example of how travel has changed from the past to the present.

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Lesson 2 - Boats, Planes, and Trains

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Moves by steam, formed when water is heated.

Moves by people paddling.

Gasoline used to make it move.

How do boats from the past differ from today?

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Which machines are used today and which were used in the past?

What makes these machines move?

How were airplanes in the past different from today?

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Lesson 2

Boats, Planes, and Trains

Lesson 1 -

Moving on Land

Trains today use less fuel and can go farther before needing maintenance.

Why were early steam-powered locomotives sometimes called “iron horses?”
How did the earlier trains differ from trains used today?

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Lesson 2

Boats, Planes, and Trains

Success Criteria: I can explain how travel has changed from the past to the present.

Turn Student Workbook to pg. 3
Look at the pictures. Write about how transportation changed.

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Lesson 3

Getting There

Success Criteria: I can discuss different forms of transportation and how they relied on nature.

What does the road look like?
What is the form of transportation?
What would make this kind of transportation hard or uncomfortable?

Step 1

Learning Target: Students will recognize that transportation methods of the past relied on ecosystem goods and services provided by natural systems, just like today.

Evidence of Learning: Students will “How we Move” cards in the Student Workbook.

Recognize that transportation methods in the past relied on the ecosystem goods and ecosystem services provided by natural systems, just as we do today.
A Story of a Road is presented through a set of visual aids. Students discuss changes over time: to the road, to the methods of transportation used, and to the surrounding environment. They identify natural resources used for transportation in the past and present.

Students should know how:

■■ to identify resources from Earth that are used in everyday life.
Students should be able to: connect the information and events in texts to life experiences.

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Lesson 3

Getting There

Success Criteria: I can discuss different forms of transportation and how they relied on nature.

What does the road look like?
What is the form of transportation?
What would make this kind of transportation hard or uncomfortable?

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Lesson 3

Getting There

Success Criteria: I can discuss different forms of transportation and how they relied on nature.

What does the road look like?
What is the form of transportation?
What would make this kind of transportation hard or uncomfortable?

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Lesson 3

Getting There

Success Criteria: I can discuss different forms of transportation and how they relied on nature.

What does the road look like?
What is the form of transportation?
What would make this kind of transportation hard or uncomfortable?

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Lesson 3

Getting There

Success Criteria: I can discuss different forms of transportation and how they relied on nature.

What does the road look like?
What is the form of transportation?
What would make this kind of transportation hard or uncomfortable?

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Lesson 3

Getting There

Success Criteria: I can discuss different forms of transportation and how they relied on nature.

What does the road look like?
What is the form of transportation?
What would make this kind of transportation hard or uncomfortable?
Children’s Engineering: Long Ago and Today

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Lesson 5 -

Short and Long Trips

Lesson 1 -

Moving on Land

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Lesson 5

Short and Long Trips

Success Criteria: I can ...

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Lesson 5

Short and Long Trips

Success Criteria: I can ...

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Assessment

Create a series of table tent cards with drawings that show modes of transportation of earlier days.

After reading California Connections: On the Move Through Time big book, students will demonstrate what they know about transportation methods in earlier days by drawing pictures..
You will each get a set of blank table tent cards with a title and a space to draw. (Optional, point out the collection of magazines and tell students that they may cut out and glue pictures to illustrate their table tent cards.) Hold up and read the title of each table tent card in On the Move. Use pictures to describe what each title says.
Distribute a set of On the Move table tent cards pages to each student. Direct students to fold each page like the ones in the teacher’s sample. Tell students that they may begin working on any page they want, but that they should have pictures on all four pages when done.
Give students time to complete On the Move. As students finish, have them create a display on their desk with all four table tents. Encourage them to walk around and view each other’s displays.

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Introduction to the 2016 HSS Framework

Read the Introduction pp. 1-4 to the “2016 History Social-Science Framework from the California Department of Education.
Highlight three sentences that stand out. Use a sticky to explain why you chose each statement.

Work in triads and select who will be A - B - C.
“A” reads one of their chosen lines to their group.

“B” and “C” discuss the line for 2 minutes.

Why do they think this line stuck out?

“A” students re-read the line and explain why they picked it, thus having “the last word.”
This process continues with the “B” students sharing and then the “C” students.

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2016 History-Social Science Framework

Content

History, Civics/Government, Geography, Economics

Inquiry

Developing questions and planning inquiries

Literacy

Evaluating sources and using evidence

Citizenship

Communicating conclusions and taking informed action

Image is a Service Learning Project by Taylor

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Content

Civics:

What is the line between liberty and responsibility?

History:

When / how did Americans gain their liberty?

Geography:

How does liberty change from place to place?

Economics:

Does more liberty mean more prosperity?

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Inquiry

How to Ease Students into Independent Inquiry Projects

Compelling questions focus on enduring issues and concerns

Supporting questions require students to construct explanations that advance claims of understanding in response

Elementary students need considerable guidance and support from adults to construct questions that are suitable for inquiry.

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Literacy

Gathering and Evaluating Sources
Developing Claims and Using Evidence
English Language Arts/Literacy Common Core and English Language Development Connections

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Citizenship

Communicating and Critiquing Conclusions

CCSS English Language Arts & Literacy in History/Social Studies and English Language Development Connections

Taking Informed Action/Civic Engagement

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History-Social Science Framework, Ch. 4

A Child’s Place in Time and Space

Read this section: “Life Today and Long Ago” pp. 43-45

See unit on the

SDUSD HSS Site here:

Life Today and Long Ago

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11:30-12:30

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PRINCIPLE II: People influence natural systems.

PRINCIPLE III: Natural Systems Change in Ways that People Benefit from and can Influence.

PRINCIPLE IV: There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing between Systems.

PRINCIPLE V: Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors.

PRINCIPLE I: People depend on natural systems.

2016 HSS Framework

Append ix G

(pp. 791-812)

California’s Environmental Principles and Concepts

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EEI Curriculum Training - EEI 101 Video

Watch EEI 101 Now!

After viewing this video, you will receive an email with instructions on how to order you free EEI Curriculum units in print.

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People and Places

Human activities can change natural systems and these changes can affect how people live.

On the Move

With a focus on transportation changes, students learn how the methods of the past and present rely on ecosystem goods and services provided by natural systems.

Surviving and Thriving

Students discover that there must be a good fit between the physical features of plants and animals and the characteristics of the different environments in which they live.

Finding Shelter

Healthy ecosystems benefit humans, as well as the plants and animals living there.

Open Wide! Look Inside!

Animals meet their needs for food within their habitat in different ways. Human activities influence habitats and affect animals’ food supplies.

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Education and the Environment Initiative Curriculum

Teacher Materials

Student Materials

Go to the link above. Locate the unit you want. Create a folder and save each item in that folder.

teacheei

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Resources

FEEDBACK

CDE 2016 History-Social Science Framework

https://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp

CA Education and the Environment Initiative (EEI)

http://www.californiaeei.org/Curriculum/

SDUSD History-Social Science Site: https://sites.google.com/a/sandi.net/sdusd-hss/