1st GRADE LEARNING :
The Cobb County School District is committed to providing your child an academic experience that will develop his or her knowledge and skills at every grade level and to ensuring a strong foundation is established for your child to reach his or her greatest potential. Our teaching is aligned with content standards and our teachers bring those standards to life for your child through various strategies designed to meet your child’s learning strengths and needs.
In Cobb County classrooms, students are immersed every day in learning experiences based on exploration, problem-solving, and critical thinking in all content areas, including the core areas of English Language Arts, Mathematics, Social Studies, and Science; and in specialized content including Health, Physical Education, Visual Arts, Music, and Technology. Excellence in teaching guides your child’s educational experience from Kindergarten to graduation and into life. Below is an overview of what your child will be learning this year.
ENGLISH LANGUAGE ARTS:
First grade students are immersed in reading, writing, listening, and speaking throughout their day. Success in English Language Arts in first grade is critical and equips students with the foundational skills they need to achieve in subsequent grade levels. Students enjoy a classroom with balanced literacy experiences such as small-group and guided reading, shared writing, reading aloud, listening, and speaking. Students read a variety of fiction and nonfiction texts. Emphasis is on accuracy, pacing, expression, and comprehension. Students enjoy opportunities to self-select books and discuss their reading and writing with peers and adults.
First grade students extend their learning from kindergarten with understanding place value, addition and subtraction, making ten, and comparing and sorting two- and three- dimensional objects. Students demonstrate knowledge of place value by comparing two-digit numbers and properly using math symbols. Communicating math reasoning using addition and subtraction in word problems helps students to be competent problem-solvers. Students use hands-on resources such as counters and base ten blocks to conceptually understand the mathematics they are learning. They deepen their number sense to apply math in their daily lives when problem solving.
First grade students become hands-on explorers of the natural world around them. Using scientific terminology and vocabulary, young scientists learn the similarities, differences, and basic needs of various types of animals and plants. Engaging in the scientific process, students formulate questions about their world and make predictions. They develop models and use tools, including technology, to record their scientific thinking. By using weather instruments, they analyze weather data and patterns. Investigations of sound, light and magnetism round out their science studies
Students are introduced to United States history through the study of important figures and their contributions to the development of the country. Through the exploration of their lives, 1st graders understand character traits of the figures and how they were influenced by the geographical locations in which they lived. Mapping skills help students locate major topographical features and locate all the continents and major oceans. Personal finance supports student exploration of spending and earning, as well as cost and saving programs.
Creative skills are celebrated in Visual Arts and Music in 1st grade. Students examine how artists use subject and theme and create their own works of art using basic art elements and design principles. In Music, students use pitch and rhythm to create sound stories and begin to distinguish contrasts in instruments, voices, and musical concepts. In Health, accident prevention is emphasized so students understand safety and avoiding illness and injury. In Physical Education, students explore movement, learn to share and take turns. Schools have a variety of specials that students experience. Ask your school if you would like more information about the specials they offer.
PARENTS TIPS: Reading
Daily reading as a family is an enjoyable and important way to grow a love of learning. Create time to read during breakfast or in the evening before bed. Share your own favorite childhood books and talk about why the book is one you still love. Visit your local library and take advantage of school book fairs and literacy events. By sharing what you love about reading and showing them how much it means to you by reading with them, students will see how important literacy is in their lives.
Your child will have a variety of classroom assessments that will aid his or her teacher in knowing how to provide the best possible instruction for your child. These assessments will also help you know how well your child is learning and what extra support may be needed. In addition, your child will participate in some standardized assessments that are used to gauge how well your child is doing in his or her grade level.
Students in 1st grade take a norm-referenced, standardized assessment called the Cognitive Abilities Test (CogAT), during first semester that helps families and teachers better understand students’ skills and strengths. The CogAT measures reasoning and problem-solving in three different areas: verbal, quantitative, and nonverbal.
All students in grades K-9 participate in the universal screening process for reading and math using a digital math inventory and a digital reading inventory. In 1st grade, the reading inventory measures foundational reading skills, such as letter/word identification, word attack skills, and phonemic TESTING IN 1st GRADE:
Mark the Calendar: CogAT: September
Question Types: 1st grade students respond to multiple-choice questions, called selected-response. Questions are read aloud so young learners have a better chance of successfully completing all questions. Questions relate to subject areas such as English Language Arts and Math and encourage students to apply a broad range of thinking skills.
PARENT TIPS: Assessment
Parents can support students in easing any concern or anxiety about assessment:
- Talk with your child about any tests or assessments.
- Explain that assessment is a natural and important part of any learning. Tests help students understand their thinking better and make improvements for better performance in the future.
- Remind your child to pay attention to the directions and to listen carefully as they are read. Encourage your child to take time to understand the questions before selecting an answer.
- A good night’s rest is the best way to arrive focused on test day!
Remember that assessment is an important and helpful part of learning for students of all ages. Your support and involvement in your child’s education is critical to success in school and in life. Research shows when parents play a key role in their child’s learning, their child’s achievement excels.
Instructional resources are provided to students and teachers to support teaching and learning. The titles listed below have been recommended to our Board by a committee of teachers, parents and community representatives and approved through the textbook adoption process (See Board Rule IFAA-R). Additional resources to enhance the instruction are constantly added by local schools and individual teachers.
English Language Arts
Scholastic Leveled Bookroom
English Language Arts
English Language Arts
Units of Study Writing
Exemplars (Teacher Resource)
My Math, Grade K
Georgia HSP Science
Harcourt School Publishers
Georgia Experience Online
READING LITERARY – RL
Key Ideas and Details
ELAGSE1RL1 Ask and answer questions about key details in a text.
ELAGSE1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.
Craft and Structure
ELAGSE1RL4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
ELAGSE1RL5 Explain major difference between texts that tell stories and texts that give information.
ELAGSE1RL6 Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
ELAGSE1RL7 Use illustrations and details in a story to describe its characters, setting, or events.
ELAGSE1RL8 (Not applicable to literature).
ELAGSE1RL9 Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
ELAGSE1RL10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
READING INFORMATIONAL – RI
Key Ideas and Details
ELAGSE1RI1 Ask and answer questions about key details in a text.
ELAGSE1RI2 Identify the main topic and retell key details of a text.
ELAGSE1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
ELAGSE1RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
ELAGSE1RI5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.
ELAGSE1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and ideas
ELAGSE1RI7 Use illustrations and details in a text to describe its key ideas.
ELAGSE1RI8 Identify the reasons an author gives to support points in a text.
ELAGSE1RI9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
ELAGSE1RI10 With prompting and support, read informational texts appropriately complex for grade 1.
READING FOUNDATIONAL – RF
ELAGSE1RF1 Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition
ELAGSE1RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
ELAGSE1RF4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
d. Read grade-appropriate irregularly spelled words.
WRITING – W
Text Types and Purpose
ELAGSE1W1 Write opinion pieces that introduce a topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
ELAGSE1W2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
ELAGSE1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Production and Distribution of Writing
ELAGSE1W4 (Begins in grade 3).
ELAGSE1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
a. May include oral or written prewriting (graphic organizers).
ELAGSE1W6 With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers.
Research to Build and Present Knowledge
ELAGSE1W7 Participate in shared research and writing projects (e.g., exploring a number of “how-to” books on a given topic and use them to write a sequence of instructions).
ELAGSE1W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
ELAGSE1W9 (Begins in grade 4).
Range of Writing
ELAGSE1W10 (Begins in grade 3).
SPEAKING AND LISTENING – SL
Comprehension and Collaboration
ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to comments through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
ELAGSE1SL2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELAGSE1SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
ELAGSE1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
ELAGSE1SL5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
ELAGSE1SL6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)
LANGUAGE – L
Conventions of Standard English
ELAGSE1L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
f. Use frequently occurring adjectives.
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound sentences in response to questions and prompts (declarative, interrogative, imperative, and exclamatory).
k. Print with appropriate spacing between words and sentences.
ELAGSE1L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Knowledge of Language
ELGSE1L3 (begins in grade 2).
Vocabulary Acquisition and Use
ELAGSE1L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
ELAGSE1L5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
ELAGSE1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Include frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).
Standards for Mathematical Practice
Mathematical Practices are listed with each grade’s mathematical content standards to reflect the need to connect the mathematical practices to mathematical content in instruction.
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).
Students are expected to:
1. Make sense of problems and persevere in solving them.
In first grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They are willing to try other approaches.
2. Reason abstractly and quantitatively.
Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities.
3. Construct viable arguments and critique the reasoning of others.
First graders construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” “Explain your thinking,” and “Why is that true?” They not only explain their own thinking, but listen to others’ explanations. They decide if the explanations make sense and ask questions.
4. Model with mathematics.
In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed.
5. Use appropriate tools strategically.
In first grade, students begin to consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, first graders decide it might be best to use colored chips to model an addition problem.
6. Attend to precision.
As young children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning.
7. Look for and make use of structure.
First graders begin to discern a pattern or structure. For instance, if students recognize 12 + 3 = 15, then they also know 3 + 12 = 15. (Commutative property of addition.) To add 4 + 6 + 4, the first two numbers can be added to make a ten, so 4 + 6 + 4 = 10 + 4 = 14.
8. Look for and express regularity in repeated reasoning.
In the early grades, students notice repetitive actions in counting and computation, etc. When children have multiple opportunities to add and subtract “ten” and multiples of “ten” they notice the pattern and gain a better understanding of place value. Students continually check their work by asking themselves, “Does this make sense?”
Operations and Algebraic Thinking (1.0A)
Represent and solve problems involving addition and subtraction.
MGSE1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
MGSE1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction.
MGSE1.OA.3 Apply properties of operations as strategies to add and subtract.
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.
MGSE1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MGSE1.OA.6 Add and subtract within 20.
a. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition & subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
b. Fluently add and subtract within 10.
Work with addition and subtraction equations
MGSE1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
MGSE1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = □ – 3, 6 + 6 = Δ.
Number and Operations in Base Ten (1.NBT)
Extend the counting sequence
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand place value
MGSE1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Understand place value (continued)
MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations to add and subtract.
MGSE1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number and adding a two-digit number and a multiple of ten (e.g., 24 + 9, 13 + 10, 27 + 40), using concrete models or drawings and strategies based on place value, properties of operations, and/or relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
MGSE1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
MGSE1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (e.g. 70 – 30, 30 – 10, 60 – 60).
MGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime. (Use dimes as manipulatives in multiple mathematical contexts.)
Measurement and Data (1.MD)
Measure lengths indirectly and by iterating length units
MGSE1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration
Tell and write time
MGSE1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Represent and interpret data
MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Reason with shapes and their attributes.
MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cube right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. This is important for the future development of spatial relations which later connects to developing understanding of area, volume, and fractions.
MGSE1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
OUR AMERICAN HERITAGE
In the first grade, students continue their introduction to United States history through the study of selected historical figures. In the history strand, students study the important contributions each historical person made. In the geography strand, students learn about where these historical people lived and explore important basic geographic concepts. The civics strand provides a study of the positive character traits exhibited by these important historical figures. The economics strand continues the introduction of basic economic concepts.
CONNECTING THEMES AND ENDURING UNDERSTANDINGS
The following connecting themes and enduring understandings will feature prominently in the course and help students increase their understanding and retention of knowledge.
1. CULTURE: The student will understand that the culture is how people think, act, celebrate, and make rules, and that it is what makes a group of people special.
2. INDIVIDUALS, GROUPS, INSTITUTIONS: The student will understand that what people, groups, and institutions say and do can help or harm others whether they mean to or not.
3. LOCATION: The student will understand that where people live matters.
4. SCARCITY: The student will understand that because people cannot have everything they want, they have to make choices.
5. TIME, CHANGE AND CONTINUITY: The student will understand that some things will change over time, while other things will stay the same.
INFORMATION PROCESSING SKILLS
The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems and make decisions.
1. Compare similarities and differences
2. Organize items chronologically
3. Identify issues and/or problems and alternative solutions
4. Distinguish between fact and opinion
5. Identify main idea, detail, sequence of events, and cause and effect in a social studies context
6. Identify and use primary and secondary sources
7. Interpret timelines
MAP AND GLOBE SKILLS
The student will use maps and globes to retrieve social studies information.
1. Use a compass rose to identify cardinal directions
2. Use intermediate directions
3. Use a letter/number grid system to determine location
SS1H1 Read about and describe the life of historical figures in American history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science), and Ruby Bridges (civil rights).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (for example: food, clothing, homes, transportation, communication, recreation, etc.).
SS1G1 Describe how each historic figure in SS1H1a was influenced by his or her time and place.
a. American colonies (Benjamin Franklin and Thomas Jefferson)
b. American frontier (Lewis & Clark and Sacagawea)
c. National Parks (Theodore Roosevelt)
d. Southern U.S. (George Washington Carver and Ruby Bridges)
SS1G2 Identify and locate the student’s city, county, state, nation (country), and continent on a simple map or a globe.
SS1G3 Locate major topographical features of the earth’s surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian Ocean.
c. Identify and describe landforms (mountains, deserts, valleys, and coasts).
SS1CG1 Describe how the historical figures in SS1H1a display positive character traits such as fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment.
SS1CG2 Explore the concept of patriotism through the words in the songs America (My Country ‘Tis of Thee) and America the Beautiful (for example: brotherhood, liberty, freedom, pride, etc.).
SS1E1 Identify goods that people make and services that people provide for each other.
SS1E2 Explain that scarcity is when unlimited wants are greater than limited resources.
SS1E3 Describe how people are both producers and consumers.
SS1E4 Explain that people earn income by working and that they must make choices about how much to save and spend.
First Grade Science Standards
The Cobb Teaching and Learning Standards (CT & LS) for science are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design.
The Cobb Teaching and Learning Standards drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. At the same time, these standards set a maximum expectation on what will be assessed by the Georgia Milestones Assessment System.
Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction.
The First Grade, Cobb Teaching and Learning Standards for science engage students in raising questions about the world around them and seeking answers by making observations. First graders use whole numbers to analyze scientific data. They identify how magnets pull on all things made of iron and either attract or repel other magnets. First graders create drawings that correctly depict something being described. The students are asked to plan and carry out simple investigations to understand patterns (shadows, sound, weather, and daily needs of plants and animals) observed in the world around them and make predictions based on these investigations. They follow safety rules.
In each unit of study: Students will define simple problems based-on observations, ask questions, and carry out investigations with guidance. In order to generate solutions to a problem, students will gather evidence, record information, and use numbers to describe patterns. In order to communicate solutions, student will use data to support their explanations (arguments).
S1E1. Obtain, evaluate & communicate weather data to identify weather patterns.
a. Represent data in tables &/or graphs to identify & describe different types of weather & the characteristics of each type.
b. Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water)
c. Plan & carry out investigations on current weather conditions by observing, measuring with simple weather instruments ( thermometer, wind vane, rain gauge), & recording weather data (temperature, precipitation, sky conditions, & weather events) in aperiodic journal, on a calendar seasonally, & geographically.
d. Analyze data to identify seasonal patterns of change.
(Clarification statement: Examples could include temperature, rainfall/snowfall, & changes to the environment)
S1P1. Obtain, evaluate & communicate information to investigate light & sound.
a. Use observations to construct an explanation of how light is required to make objects visible.
b. Ask questions to identify & compare sources of light.
c. Plan & carry out an investigation of shadows by placing objects at various points from a source of light.
d. Construct an explanation to observe & provide evidence that vibrating materials can make sound & that sound can make materials vibrate.
e. Design a signal that can serve as an emergency alert using light &/or sound to communicate over a distance.
S1P2. Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects.
a. Construct an explanation of how magnets are used in everyday life.
(Clarification statement: Everyday life uses could include refrigerator magnets, toys, magnetic latches, and name tags.)
b. Plan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects.
S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
a. Ask questions to identify the parts of a plant—root, stem, leaf, and flower.
b. Ask questions to compare and contrast the basic needs of plants (air, water, light, & nutrients) & animal (air, water, food, & shelter).
c. Design a solution to ensure that a plant or animal has all of its needs met.