Filled with a year's worth of classroom-tested hands-on, minds-on activities, this resource conveniently includes everything both teachers and students need. The grade 1 book is divided into two units: Our Changing Roles and Responsibilities The Local Community STAND-OUT FEATURES * focuses on the goals of the Ontario Social Studies curriculum * adheres to the Growing Success document for assessment, evaluating, and reporting in Ontario schools * builds understanding of Indigenous knowledge and perspectives TIME-SAVING, COST-EFFECTIVE FEATURES * includes the five components of the inquiry model…mehr
Filled with a year's worth of classroom-tested hands-on, minds-on activities, this resource conveniently includes everything both teachers and students need. The grade 1 book is divided into two units: Our Changing Roles and Responsibilities The Local Community STAND-OUT FEATURES * focuses on the goals of the Ontario Social Studies curriculum * adheres to the Growing Success document for assessment, evaluating, and reporting in Ontario schools * builds understanding of Indigenous knowledge and perspectives TIME-SAVING, COST-EFFECTIVE FEATURES * includes the five components of the inquiry model * opportunities for self-reflection and activating prior knowledge * authentic assessment for, as, and of learning * social studies thinking concepts, guided inquiry questions, and learning goals * support for developing historical thinking skills * access to digital image banks and digital reproducibles (Find download instructions in the Appendix of the book)Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Jennifer E. Lawson, PhD, is the creator of the Hands-On books published by Portage & Main Press. As senior writer and editor for the series, she has contributed to more than 50 publications for teachers and students. Jennifer provides professional development workshops for educators locally, nationally, and virtually, and is a Workplace Wellness Advisor. Her most recent book is a collective effort called Teacher, Take Care: A Guide to Well-Being and Workplace Wellness for Educators. She is also one of the founders of Mission to Mexico, an organization that supports schools in some of the most impoverished communities in Puerto Vallarta. Throughout her extensive career in education, Jennifer has worked as a classroom teacher, resource and special education teacher, consultant, principal, university instructor, and school trustee. She lives with her family in Winnipeg, Manitoba.
Inhaltsangabe
Introduction to Hands-On Social Studies, Grade 1 1 1. Program Introduction 2 2. What Is Social Studies? 2 3. The Goals of Social Studies 2 4. The Inquiry Approach to Social Studies 2 5. Hands-On Social Studies Concepts and Expectations 3 * Overall Expectations 3 * Concepts of Social Studies Thinking 3 * Big Ideas 3 * Specific Expectations 3 6. Hands-On Social Studies Program Principles 3 7. Program Implementation 4 * Program Resources 4 * Introduction to the Unit 4 * Lessons 5 8. Accommodating Diverse Learners 6 9. Classroom Environment 6 10. Planning Units (Time Lines) 7 11. Classroom Management 7 12. Social Studies Skills: Guidelines for Teachers 7 * Communication 7 * Research 11 Hands-On Social Studies Assessment Plan 12 13. The Hands-On Social Studies Assessment Plan 12 * Assessment for Learning 13 * Assessment as Learning 13 * Assessment of Learning 14 14. Performance Assessment 14 15. Portfolios 15 16. Summative Achievement Levels 15 17. Important Note to Teachers 15 18. References 15 19. Social Studies Achievement Chart 16 20. Assessment Blackline Masters 18 Strand A: Heritage and Identity Unit 1A: Our Changing Roles and Responsibilities 29 21. Unit Overview 30 22. Curricular Expectations 31 23. Concepts of Social Studies Thinking: Success Criteria 33 24. Cross-Curricular Connections 34 25. Books for Students 35 26. Websites and Videos 36 27. Introduction to the Unit 37 * 1 Launching the Inquiry Unit 39 * 2 Our Class: Learning About Identity 46 * 3 I Am Important 53 * 4 Roles and Responsibilities 58 * 5 What Are My Roles and Responsibilities? 64 * 6 Relationships: Our Impact on Other People 69 * 7 Relationships: Showing Respect for Others 74 * 8 Map of Me 79 * 9 Inquiry: Important Events: Time Line 83 * 10 Inquiry: Important People in My Life 88 * 11 Culminating Task: Creating an Annotated Map 92 28. References for Teachers 97 Strand B: People and Environments 29. Unit 1B: The Local Community 99 30. Unit Overview 100 31. Curricular Expectations 101 32. Concepts of Social Studies Thinking: Success Criteria 103 33. Cross-Curricular Connections 104 34. Books for Students 105 35. Websites 107 36. Introduction to the Unit 108 * 1 Launching the Unit: Communities 111 * 2 What Is a Community? 117 * 3 Natural and Built Features of Communities 121 * 4 Simple Maps and Symbols 125 * 5 Criteria for Making Maps 133 * 6 Constructing a Simple Map 137 * 7 Our Community 142 * 8 Community Walk 146 * 9 Who Works in Our Community? 150 * 10 Creating Interview Questions 160 * 11 Interviewing a Community Worker 164 * 12 Community Change 167 * 13 Community Needs 171 * 14 Mapping Our Community 175 * 15 Culminating Activity: A Community Action Plan 180 37. References for Teachers 185 Appendix: Image Banks 187 About the Contributors 189
Introduction to Hands-On Social Studies, Grade 1 1 1. Program Introduction 2 2. What Is Social Studies? 2 3. The Goals of Social Studies 2 4. The Inquiry Approach to Social Studies 2 5. Hands-On Social Studies Concepts and Expectations 3 * Overall Expectations 3 * Concepts of Social Studies Thinking 3 * Big Ideas 3 * Specific Expectations 3 6. Hands-On Social Studies Program Principles 3 7. Program Implementation 4 * Program Resources 4 * Introduction to the Unit 4 * Lessons 5 8. Accommodating Diverse Learners 6 9. Classroom Environment 6 10. Planning Units (Time Lines) 7 11. Classroom Management 7 12. Social Studies Skills: Guidelines for Teachers 7 * Communication 7 * Research 11 Hands-On Social Studies Assessment Plan 12 13. The Hands-On Social Studies Assessment Plan 12 * Assessment for Learning 13 * Assessment as Learning 13 * Assessment of Learning 14 14. Performance Assessment 14 15. Portfolios 15 16. Summative Achievement Levels 15 17. Important Note to Teachers 15 18. References 15 19. Social Studies Achievement Chart 16 20. Assessment Blackline Masters 18 Strand A: Heritage and Identity Unit 1A: Our Changing Roles and Responsibilities 29 21. Unit Overview 30 22. Curricular Expectations 31 23. Concepts of Social Studies Thinking: Success Criteria 33 24. Cross-Curricular Connections 34 25. Books for Students 35 26. Websites and Videos 36 27. Introduction to the Unit 37 * 1 Launching the Inquiry Unit 39 * 2 Our Class: Learning About Identity 46 * 3 I Am Important 53 * 4 Roles and Responsibilities 58 * 5 What Are My Roles and Responsibilities? 64 * 6 Relationships: Our Impact on Other People 69 * 7 Relationships: Showing Respect for Others 74 * 8 Map of Me 79 * 9 Inquiry: Important Events: Time Line 83 * 10 Inquiry: Important People in My Life 88 * 11 Culminating Task: Creating an Annotated Map 92 28. References for Teachers 97 Strand B: People and Environments 29. Unit 1B: The Local Community 99 30. Unit Overview 100 31. Curricular Expectations 101 32. Concepts of Social Studies Thinking: Success Criteria 103 33. Cross-Curricular Connections 104 34. Books for Students 105 35. Websites 107 36. Introduction to the Unit 108 * 1 Launching the Unit: Communities 111 * 2 What Is a Community? 117 * 3 Natural and Built Features of Communities 121 * 4 Simple Maps and Symbols 125 * 5 Criteria for Making Maps 133 * 6 Constructing a Simple Map 137 * 7 Our Community 142 * 8 Community Walk 146 * 9 Who Works in Our Community? 150 * 10 Creating Interview Questions 160 * 11 Interviewing a Community Worker 164 * 12 Community Change 167 * 13 Community Needs 171 * 14 Mapping Our Community 175 * 15 Culminating Activity: A Community Action Plan 180 37. References for Teachers 185 Appendix: Image Banks 187 About the Contributors 189
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