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SST-01.3.02

1st Grade SST Targeted Benchmarks
Standard 3: Economics

SST-01.3.02 Describe ways (e.g., money, bartering) wants and needs are met.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


SST-01.4

BPSS-SST logoStandard 4:

Government and Citizenship

Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.

 Narrative for the Government and Citizenship

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood.  First grade students have the opportunities to discuss ways in which people are alike and different and how people around the world work and use resources to meet their needs. Students in grade one learn to explain why rules are needed in groups and learn how to apply rules to different group situations. They are given opportunities to practice citizenship skills through participation in a variety of group activities.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-01.4.01

1st Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-01.4.01 Apply good citizenship (e.g., respect, cooperation, honesty, responsibility ) in the school environment.

Student Learning Targets:

Skills (Performance) Targets

  • can be a good citizen. 
  • I can work with others. 
  • I can follow classroom and school procedures. 
  • I can show respect. 
  • I can care for and put away materials. 
  • I can be honest. 

Proficiency Rubric

Score   Description Sample Activity
4.0 The student exceeds expectations and is a positive example for other students.   -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 The student consistently focuses attention on tasks with no cues, follows classroom and school procedures, demonstrates self-advocacy skills and completes all assigned tasks.  The student promptly follows directions without reminders on a consistent basis.  The student is consistently aware of him/herself and behavior, understands expectations, makes good choices and demonstrates the ability to follow through.  The student consistently uses appropriate verbal language and tone, appropriate body language, understands boundaries, respects personal space and makes choices that help and benefit others and him/herself.   -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student knows the expectations but is unable to complete all of them and/or is able to self-monitor but is inconsistent in applying this skill.  The student needs some prompting and reminders of expectations from the teacher.   -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student needs a lot of teacher redirection as he/she is unable to self-monitor.  The student needs many reminders to follow directions and/or is unable to complete tasks without teacher assistance.  The student is unable to keep hands and feet to self, doesn't understand boundaries, uses inappropriate language and tone and/or uses inappropriate body language.   -
  0.5 The student is unable to show grade level citizenship in the school environment.  

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade 

Vocabulary

  • classroom
  • school
  • procedures
  • honest
  • respect
  • citizen
  • cooperation
  • responsibility

SST-01.4.02

1st Grade SST Targeted Benchmarks
Standard 4: Political Systems

SST-01.4.02 Explain the purpose for rules in home, school, and community.

Student Learning Targets:

Reasoning Targets

  • I can explain why we have rules. 

Proficiency Scale

Score   Description Sample Activity
4.0 The student exceeds expectations and is a positive role model for other students.   -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 The student explains the purpose for 3 rules for each home, school, and community with no errors.   -The student may explain his/her knowledge through written or verbal response.  
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student explains the purpose for rules in home, school, and community with limited significant errors (2 rules for each area). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 The student explains the purpose for rules in home, school, and community with many significant errors ( 1 rule for each area).   -
  0.5 The student is unable to explain the purpose for rules in home, school, and community.  

Resources

Websites

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade 

 

Vocabulary

  • rules
  • community

SST-01.5

BPSS-SST logoStandard 5:

Concepts of Geography

Students understand and apply concepts of geography.

 Narrative for the Concepts of Geography

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood.  They explore geographic relationships in their immediate environment, make models and maps to show locations of familiar surroundings, and recognize maps and globes as representations of the Earth. 

With the geography standards, students identify the basic elements of maps and globes and explain basic facts concerning the relationship of the sun to daily and seasonal weather. They identify selected geographic characteristics of their home, school and neighborhood.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-01.5.01

1st Grade SST Targeted Benchmarks
Standard 5: Geography

SST-01.5.01 Identify Earth’s geographical landforms (e.g., islands, mountains, plains, hills, bodies of water).

Student Learning Targets:

Knowledge Targets

  • I can identify Earth's geographical landforms.  

Proficiency Rubric

Score   Description Sample Activity
4.0 In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material. -The student does independent research and shares information on various geographical landforms.  
  3.5 In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content.  
3.0 The student correctly identifies all landforms.   -The student will show his/her understanding through a paper and pencil assessment.  
  2.5 The student correctly identifies 6 of the 7 landforms.  
2.0 The student correctly identifies 5 of 7 landforms.   -
  1.5 The student correctly identifies 4 of 7 landforms.  
1.0 The student correctly identifies 3 of 7 landforms.   -
  0.5 The student correctly identifies 2 or less of the 7 landforms.  

Resources

Websites 

Discovery Education

Elementary Social Studies

Parents Helping Students

Helping Your Child With Social Studies

Social Studies in First Grade 

 

Vocabulary

  • island
  • mountain
  • plains
  • hill
  • bodies of water

SST-01.6

BPSS-SST logoStandard 6:

Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

 Narrative for the Human Development and Behavior

At the first grade level, students develop thinking and decision-making skills through active participation as members of their school and neighborhood. They learn to identify events and changes taking place in the school and local community and classify events as taking place “today,” “yesterday,” and “long ago.” They explore geographic relationships in their immediate environment, make models and maps to show locations of familiar surroundings, and recognize maps and globes as representations of the Earth. First grade students have the opportunities to discuss ways in which people are alike and different and how people around the world work and use resources to meet their needs. Students in grade one learn to explain why rules are needed in groups and learn how to apply rules to different group situations. They are given opportunities to practice citizenship skills through participation in a variety of group activities.

Calculation Method for Standards

Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks.


SST-01.6.01

1st Grade SST Targeted Benchmarks
Standard 6: Human Development

SST-01.6.01 Identify the similarities and differences (e.g., family members, clothes, food, style of homes, jobs, celebrations) among families around the world.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary



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