Unit 2: Our Community
Embedded Files
Impact Chapter: 2
ReadyGen Alignment: Module 2B
Text Alignment: Far from Home
Unit Overview: How can we describe where we live?
In this unit, first-grade students will delve into the world of geography as they explore maps and globes and learn how to describe and understand their community's location. They will discover the different purposes of maps and globes, analyze their similarities and differences, and recognize the significance of location in their community. Students will develop skills in using geographic terms, creating simple maps, and understanding how individuals and families interact with their environment. They will also explore how weather, climate, and environmental characteristics influence individuals and the cultural characteristics of families. By comparing and contrasting different families, students will gain insights into the unique aspects of schools, neighborhoods, and cultures. They will be able to describe their community, recognize the impact of environmental factors, and appreciate the diversity within families and neighborhoods.
Prepared Graduates:
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions
Grade Level Expectation(s):
2. Geography
Use geographic terms and tools to describe places and spaces. (2.1)
Describe the characteristics of a community and how they are influenced by the environment (2.2)
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Explain that maps and globes are different representations of Earth. (2.1.a)
Describe locations using terms related to direction and distance. For example: forward and backward, left and right, near and far, is next to, and close. (2.1.b)
Recite an address including city, state, and country, and explain how those labels help find places on a map. (2.1.c)
Distinguish between land and water on a map and globe. (2.1.d)
Create simple maps showing both human and natural features. (2.1.e)
Provide examples of how individuals and families interact with their environment. (2.2.a)
Analyze how weather, climate and environmental characteristics influence individuals and the cultural characteristics of a family. (2.2.b)
Compare and contrast at least two different families with respect to schools, neighborhoods, and culture. (2.2.c)
Colorado Essential and Nature of Skills
Identify key attributes of a variety of geographic tools. For example: Globes, maps, and GPS (Data Literacy).
Find information using geographic technologies (Critical Thinking and Analysis).
Identify and reflect upon personal connections to one or more families within the community (Social Awareness).
Make observations and draw conclusions about the relationship between groups of people and their surroundings (Social Awareness).
Geographic thinkers use geographic tools to study and represent places.
Geographic thinkers use geographic terms, tools, and technology in work and play to describe and find places. For example: Pilots use maps to make flight plans, hikers use compasses to determine directions, and vacationers use maps to find unfamiliar places.
Geographic thinkers use addresses to help locate places. For example: Knowing an address is necessary for an ambulance to find a location or for an individual to receive mail.
Geographic thinkers study resources and their availability and use them as a key to understand human interactions with their environment and each other.
Geographic thinkers study human and environmental interactions and the consequences of those interactions. Geographic thinkers understand that people from various cultures are both similar and different and that these differences may be reflected in clothing, language, and culture, etc.
Geographic thinkers understand that boundaries and the need for boundaries affect everyday life. For example: Boundary lines determine who owns a piece of property.
Inquiry Questions
How would an individual describe how to get somewhere without an address?
What if we had no geographic tools?
Why can’t a round globe be represented accurately on a flat map?
Why do people not carry globes to help find their way?
Why is the address necessary?
How are places like communities similar to and different from where you live?
How do people celebrate traditions?
How do people use resources in the local community?
How do individuals in the community use the environment?
Disciplinary, Informational, and Media Literacies
Apply the disciplinary concept of geographic perspective to identify and reflect upon their place in the world.
Integrate multimedia as effective tools for presenting and clarifying information.
Use disciplinary vocabulary in sentences. Identify maps, graphs, charts, and diagrams as sources of information.
Academic Vocabulary and Language Expectations
neighborhood, address, map, globe, symbols, borders, capital, continent, location, transportation, environment
Possible Assessments:
Inquiry Project from Chapter 2
Lesson Tests (1-5) and Chapter Overview Assessment Chapter 2
Instructional Resources & Notes:
Chapter 2 from Impact
Research Companion
Inquiry Journal
Explorer Magazine
Supplemental Resources
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