During the first semester, students will inquire into what makes a community and how communities work together towards a common goal. They will discover that all members of a community are unique and all have rights and responsibilities in order to create a successful community.
This includes understanding the wants and needs of community members and how local governments provide goods and services as part of their responsibility to their citizens. Mapping skills are integrated to help students visually see how communities provide goods and services.
The classroom community will serve as the first context and broadens to the local community to understand how the concepts of community transfer to different situations.
The students will know:
What makes a community
The SAS Core Values & what they look like in various settings
(Honesty, Compassion, Respect, Responsibility, Fairness).
The important people in our school and the roles they have
The wants and needs of community members
How local governments provide goods and services as part of their responsibility to their citizens.
Mapping skills are integrated to help students visually see how communities provide goods and services.
We aim to actively involve students in learning through hands-on, integrated studies with an emphasis on thinking and reasoning skills.
- Parent Letter: Community
There are 2 Science units of study covered in Grade 1. Engineering and Design are incorporated throughout each unit. The units will be taught in Semester 2 of the school year.
NGGS Unit ‘Structure Function and Information Processing - ‘Let’s Ask Nature’
Students are expected to:
*Identify external parts of a plant/animal and each part's purpose
*Explain how each external part of an animal or plant serves its purpose (does its job)
*List problems (people) face that could be solved by mimicking plants and animals
*Design a solution for a given human problem by mimicking what plants or animals do to solve the problem (protect themselves and survive)
*List all universal needs of all animals (food, water, etc.)
*Read texts about animals and how they care for their offspring
*Multiview resources about animals and how they care for their offspring
*List ways that animals demonstrate that they are needed something from their parent (crying, chirping, etc.)
*Compare and contrast various animals based on the way they respond to the needs of their offspring
*Describe the life cycle of a plant and how new plants are created
*Discuss the fact that children look similar to their parents and that animal babies are the same color/breed as their parents (dogs do not have kittens for their young or a frog cannot have a turtle for a baby)
*Compare/contrast given animals to their parent animals
*Compare/contrast given plants to their plant parents
*Describe features that are hereditary and those that are not (brown hair is hereditary, but having long hair is not a hereditary trait)
Parent Letter: Let's Ask Nature!
NGSS Unit ‘Waves and Their Applications: ‘Light and Sound’
Students are expected to:
*Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
*Make observations to construct and evidence based account that objects can be seen only when illuminated.
*Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
*Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
Parent Letter: Sensing Sound and Light