Overall Expectations
recognize that communities consist of various physical features and community facilities that meet human needs;
use a variety of resources and tools to gather, process, and communicate information about the distinguishing physical features and community facilities in their area;
describe how people in the community interact with each other and the physical environment to meet human needs.
Resources
OERB - Resource Bank ID: ELO1298000 - Community Adventure - In this interactive learning object, students will learn to identify buildings and physical features found in a community. They will also learn about community helpers.
OERB - Resource Bank ID: ELO1138900 - Community Walk - Some grade one students will struggle with concept of what a community is. This object will address this need by providing definitions and illustrations in a fun and interactive way. The students will learn about what a community is and the buildings that are in a community.
OERB - Resource Bank ID: ELO1138000 - On the Move - Students will identify ways in which people travel around in the community.
Game - Adventure Island - use a map and map symbols to find your way around Adventure Island (National Geographic)
Specific Expectation
Knowledge and Understanding
By the end of Grade 1, students will:
* identify the physical and social needs of residents in an area (e.g., for food, water, shelter, safety, recreation, social interaction);
* identify the distinguishing physical features of their community (e.g., buildings, roads, rivers, lakes);
* list the occupations of some people in the community (e.g., storekeeper, hair stylist, mail carrier, farmer, teacher, police officer, firefighter, doctor, nurse, salesperson);
* identify the places in which people work and describe the technologies, tools, and vehicles they use;
* list the different ways in which people travel around the community (e.g., by bus, car, bicycle; on foot).
Inquiry/Research and Communication Skills
By the end of Grade 1, students will:
* brainstorm and ask simple questions (e.g., Who? What? When? Where?) to gain information about their local community;
* use pictures, maps, print materials, media sources, and/or class trips to locate information about their local community, including safe places in the community (e.g., school, police station, homes of block parents and neighbours);
* use illustrations, key words, and simple sentences (e.g., graphic organizer, cooperative big book) to sort, classify, and record information about their local community;
* use appropriate vocabulary (e.g., location, map, symbol, distance, title, legend, direction) to communicate the results of inquiries and observations about their local community.
Map, Globe, and Graphic Skills*
By the end of Grade 1, students will:
* make models and read maps of familiar areas in their local community;
* use non-standard units to measure distance on a map (e.g., paces, tiles, blocks);
* demonstrate an understanding of scale (e.g., give the reasons for using small objects to represent large ones on a map);
* use their own symbols on a map to identify buildings and places in their local community (e.g., house, barn, school, fire station, police station, community centre, road, shopping area);
* recognize that different colours represent different things on a map (e.g., blue/water, green/land);
* use appropriate words (e.g., left/right, up/down, front/back, near/far, above/below) to describe relative locations of places and objects.
Application
By the end of Grade 1, students will:
* identify and describe routes within the school (e.g., fire route, exit route), using familiar symbols and landmarks (e.g., washroom, drinking fountain, offices);
* construct a model of their local community to show how people's physical and social needs are served within the area (e.g., locations of fire station, small or large retail buildings, recreational facilities, school, library; transportation routes);
* list a variety of occupations in the community and explain how they meet people's needs.