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History/Social Science Standard 1.2 |
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History/Social Science Standard 1.2 |
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Students compare and contrast the absolute and relative
locations of people and places and describe the physical
and human characteristics of places.
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The following is a list of some book titles that could be used to tie literature with the social studies standards. Other titles can be found in Literature for History-Social Science, Kindergarten Through Grade Eight, by the California Department of Education, 1993. Where the Forest Meets the Sea, by Jeannie Baker, Greenwillow, 1988 This book is recommended for the way land and sea features are described. When I Was Young in the Mountains, by Cynthia Rylant, Dutton, 1982 The simple text of this book tells of a child's remembrances of other pleasures of life in the mountains of Appalachia. Geography from A to Z: A Picture Glossary, By Jack Knowlton, Crowell, 1988 This well-illustrated book is centered on geographic themes. Big City Port, by Betsy Maestro, Macmillan, 1983 This book clarifies for children how a port works. Geographic and economic elements are incorporated. SCORE History-Social Science Resources
Bitty Explores Rural Communities
(Lollipop
Community Construction Kit. Tom Snyder Productions (CD-ROM). My First Amazing World Explorer
Neighborhood Map Machine. Tom Snyder Productions, 1997 (Floppy disk Mac, Win). Trudy's Time and Place House. Edmark
Corporation,
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Cross-Curricular Activity. This P.E. game is best played outdoors. "Hit the Deck" Teacher calls out cardinal directions and students will move forward, backwards, side-to-side in the cardinal direction called while always facing north. When the teacher calls out "hit the deck" students will fall on tummies. Previously Published Data 1.) Using a desk, wall or floor map, students will identify their community, California, the United States, the seven continents and four oceans and will locate them on a map. 2.) Students will look at a three dimensional model and picture of a location and discuss the differences and similarities between them. (The three dimensional model could be one observed at a place they visit, or one they create from blocks or other materials in the classroom to represent a place they know.) 3.) Students will construct a simple map of a familiar place - a nearby park, their classroom or school using cutout symbols. They will add a key and symbol showing the cardinal directions to it. 4.) Students will look at pictures or photographs in posters, books or electronic media and tell what terrain they observe, weather or climate and something about how people might live in that place. |
Students will correctly identify the United States when shown a map of the world. Students will corrctly identify California when shown a United States map. Given a simple map students will color bodies of water blue and land brown. Students will also label a compass rose with the correct cardinal directions. Students will draw a picture of two children,
one showing clothing the child might wear at the beach, and one showing
clothing the child might wear in the mountains. Each student will
dictate a sentence to explain why the difference in each drawing.
Expectations for tasks 1.) While looking at a world map, students point to and name the location of their community, California, the United States, the seven continents and four oceans. 2.) When creating a simple map of a familiar place using cut-out forms, students can identify various features of a map such as cities, mountains, roads etc. They can add a map key to it and a compass showing the cardinal directions. 3.) When looking at pictures or photographs in books, posters or electronic media, students will tell something about the land, plants and animals, likely weather of the place and how the people there might live.
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