Grade 1 Curriculum Tracking Template (Page 19 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 People & Environments

GRADE 1 - PEOPLE AND ENVIRONMENTS: THE LOCAL COMMUNITY

Student’s Name:____________________

Teacher:____________________

School Year:____________________

Term:____________________

Teacher

Needs

Tracking:

Improvement

Satisfactory

Good

Excellent

Grade 1 - PEOPLE AND ENVIRONMENTS: THE LOCAL COMMUNITY

Overall Expectations

By the end of Grade 1, students will:

B1. Application: describe some aspects of the interrelationship between people and the natural and built features of their community, with

a focus on how the features of and services in the community meet people’s needs (FOCUS ON: Interrelationships)

B2. Inquiry: use the social studies inquiry process to investigate some aspects of the interrelationship between people and different natural

and built features of their local community, with a focus on significant short- and long-term effects of this interrelationship (FOCUS ON:

Cause and Consequence)

B3. Understanding Context: describe significant aspects of their community, with reference to different areas, services, and natural and built

features, demonstrating an understanding of some basic ways of describing location and measuring distance (FOCUS ON: Significance;

Patterns and Trends)

Specific Expectations

B1. Application: Interrelationships within the Community - FOCUS ON: Interrelationships

By the end of Grade 1, students will:

B1.1 describe some of the ways in which people make use of natural and built features of, and human services in, the local community to

meet their needs, and what might happen if these features/services did not exist

B1.2 identify some services and service-related occupations in their community (e.g., occupations such as sanitation worker, store clerk,

restaurant server, repair person; services provided by the post office, the band office, the water treatment plant, grocery stores, gas

stations), and describe how they meet peo

B1.3 create a plan that outlines some specific ways in which they can responsibly interact with the built and/or natural environment in the

local community (e.g., map out the location of garbage and recycling cans in parks so they can properly dispose of their waste; help plan a

garden at home, composting in the school, or other ways of reducing their environmental footprint; plan ways to participate in clean-up

days), and describe how their actions might enhance the features of the local environment

B2. Inquiry: Interrelationships and Their Impact - FOCUS ON: Cause and Consequence

By the end of Grade 1, students will:

B2.1 formulate questions to guide investigations into some aspects of the interrelationship between people and the natural and built

features of their community, with a focus on some of the short- and long-term effects of this interrelationship

B2.2 gather and organize information on the interrelationship between people and the natural and built features of their community, and on

the effects of this interrelationship, using sources that they have located themselves or that have been provided to them

B2.3 analyse maps, and construct simple maps using appropriate elements, as part of their investigations into the interrelationship between

people and significant natural and built features in their community

B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools

B2.5 evaluate evidence and draw conclusions about some aspects of the interrelationship between people and natural and built features of

their local community, and some of the effects of this interrelationship

B2.6 communicate the results of their inquiries using appropriate vocabulary

B3. Understanding Context: The Elements of the Local Community - FOCUS ON: Significance; Patterns and Trends

By the end of Grade 1, students will:

B3.1 identify some of the natural and built features of their community

B3.2 identify some distinct areas in the local community

B3.3 describe the location of some significant places in their community, using relative location (e.g., near, far, up, down), relative distance

(e.g., close, far, farther), and relative direction (e.g., right, left, in front, behind)

B3.4 demonstrate an understanding of the basic elements of a map (e.g., title, symbols in the legend, direction, scale, and colour) when

reading and constructing simple maps showing places that are significant to them (e.g., their classroom, the school, their immediate

neighbourhood)

B3.5 demonstrate an understanding of some common non-standard units of measurement

B3.6 demonstrate the ability to construct simple maps of places they have visited, using symbols and non-standard units

Grade 1 Curriculum Tracking Template Page 19

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