We may be do a small science experiment or art project on Fridays. Sometimes these may be a bit messy. If you would like, you a more than welcome to send an old shirt (something they can slip over their uniform) to help them stay clean.
During the month of August we will be learning about:
Objective 1: Students will recognize and describe how schools and neighborhoods are both similar and different.
Recognize differences within their school and neighborhood.
Share stories, folk tales, art, music, and dance inherent in neighborhood and community traditions.
Recognize and demonstrate respect for the differences within one's community (e.g. play, associations, activities, friendships).
Recognize and describe the importance of schools and neighborhoods.
Objective 2: Recognize and identify the people and their roles in the school and neighborhood. Explain how these roles change over time.
Identify the roles of people in the school (e.g., principal, teacher, librarian, secretary, custodian, bus driver, crossing guard, and cafeteria staff).
Explain the roles of the people in the neighborhood (e.g., police officer, firefighter, mail carrier, grocer, mechanic, plumber, miner, farmer, doctor, and tribal leader).
List and discuss how neighborhoods change over time (e.g., new businesses, new neighbors, technology, and rural one-room schools).
Social Studies Vocabulary Students Should Know and Use: neighborhood, tradition, role, principal, teacher, librarian, custodian, bus driver, crossing guard, secretary, cafeteria workers, police officer, firefighter, folk tale, respect, friend
Responsibility and Safety
Objective 1: Identify and list responsibilities in the school and in the neighborhood.
Describe and practice responsible behavior inherent in being a good citizen in the school (e.g., safety, right to learn) and neighborhood.
Explain why schools have rules, and give examples of neighborhood rules (e.g., respecting private property, reporting vandalism, and obeying traffic signs and signals).
Demonstrate respect for others in the neighborhood (e.g., the "Golden Rule" - elements include fair play, respect for rights and opinions of others, and respect for rules).
Participate in responsible activities that contribute to the school and neighborhood (e.g., follow teacher directions, put belongings away, participate in discussions, take turns, listen to others, share ideas, clean up litter, report vandalism, give service).
Practice and demonstrate safety in the classroom (e.g., classroom safety procedures, fair play, playground rules).
Practice and demonstrate safety in the neighborhood (e.g., crossing streets, avoiding neighborhood dangers).
State and National Symbols
Objective: Name school, neighborhood, Utah state, and national symbols, landmarks, and documents.
Identify school symbols and landmarks (i.e., mascot, songs, events).
Identify neighborhood and community symbols and landmarks (i.e., firehouse, city hall, churches, other landmarks, city festivals).
Identify Utah state symbols, documents, and landmarks.
Identify national symbols, documents, and landmarks (e.g., Declaration of Independence, U.S. Constitution, Liberty Bell, Washington Monument).
Demonstrate respect for patriotic practices and customs (e.g., Pledge of Allegiance and flag etiquette).
Social Studies Vocabulary Students Should Know and Use: responsible, vandalism, private property, litter, service, landmark, custom, etiquette, cooperation, peer, consequence, Declaration of Independence, U.S. Constitution, Pledge of Allegiance, school, choice, citizen, sign, firehouse, city hall, church, festival
Objective 1: Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world.
Use a compass to locate cardinal directions.
Identify the equator and north and south poles.
Identify Utah on a variety of maps and on a globe.
Identify the United States on a variety of maps and on a globe.
Objective 2 : Recognize and use a map or a globe.
Create a map showing important sites or landmarks on a school or community (i.e., firehouse, city hall, churches).
Locate physical features (i.e. continents, oceans, rivers, lakes), and man-made features (equator, North and South poles, countries) on a map and on a globe.
Identify the compass rose and cardinal directions on a map and on a globe.
Wants vs. Needs
Objective 1 :Explain how goods and services meet people’s needs.
Identify examples of goods and services in the home and in the school.
Explain ways that people exchange goods and services.
Explain how people earn money by working at a job.
Explain the concept of exchanging money to purchase goods and services.
Objective 2: Recognize that people need to make choices to meet their needs.
Describe the economic choices that people make regarding goods and services.
Describe why wanting more than a person can have requires a person to make choices.
Identify choices families make when buying goods and services.
Explain why people save money to buy goods and services in the future.
We're using SignUp.com (the leading online signup and reminder tool) to organize our upcoming activity.
Here's how it works in 3 easy steps:
1. Click this link to go to our invitation page on SignUp.com: http://signup.com/go/ofDKben
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3. Sign up! Choose your spots - SignUp.com will send you an automated confirmation and reminders. Easy!
During the month of August we will be learning about:
Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.
Generating Evidence: Using the processes of scientific investigation (i.e. framing questions, designing investigations, conducting investigations, collecting data, drawing conclusions)
Framing questions: Observe using senses, create a hypothesis, and focus a question that can lead to an investigation.
Designing investigations: Consider reasons that support ideas, identify ways to gather information that could test ideas, design fair tests, share designs with peers for input and refinement.
Conducting investigations: Observe, manipulate, measure, describe.
Collecting data: Deciding what data to collect and how to organize, record, and manipulate the data.
Drawing conclusions: Analyzing data, making conclusions connected to the data or the evidence gathered, identifying limitations or conclusions, identifying future questions to investigate.
Communicating Science: Communicating effectively using science language and reasoning
Developing social interaction skills with peers.
Sharing ideas with peers.
Connecting ideas with reasons (evidence).
Using multiple methods of communicating reasons/evidence (verbal, charts, graphs).
Knowing in Science: Understanding the nature of science
Ideas are supported by reasons.
There are limits to ideas in science (i.e. what can be observed, measured, and verified).
Differences in conclusions are best settled through additional observations and investigations.
Communication of ideas in science is important for helping to check the reasons for ideas.
Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.
Investigate the natural world including rock, soil and water.
Observe, compare, describe, and sort components of soil by size, texture, and color.
Identify and describe a variety of natural sources of water, including streams, lakes, and oceans.
Gather evidence about the uses of rocks, soil, and water.
Observe and describe the changes and 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.
Compare and contrast seasonal weather changes.
Identify characteristics of the seasons of the year.
Identify characteristics of weather, e.g., types of precipitation, sunny, windy, foggy, and cloudy.
Observe and record weather information within each season.
Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials.
Analyze changes in the movement of nonliving things.
Describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back‐and‐forth, and fast or slow.
Compare and contrast the movement of objects using drawings, graphs, and numbers.
Explain how a push or pull can affect how an object moves.
Analyze objects and record their properties.
Sort, classify, and chart objects by observable properties, e.g., size, shape, color, and texture.
Predict measurable properties such as weight, temperature, and whether objects sink or float; test and record data.
Predict, identify, and describe changes in matter when heated, cooled, or mixed with water.
Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
Communicate observations about the similarities and differences between offspring and between populations.
Communicate observations about plants and animals, including humans, and how they resemble their parents.
Analyze the individual similarities and differences within and across larger groups.
Living things change and depend upon their environment to satisfy their basic needs.
Make observations about living things and their environment using the five senses.
Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant and animal life.
Describe and model life cycles of living things.