A complete 1st grade homeschool curriculum

1. Unit 1: First Sounds, First WordsThe letter sounds, taught in the order that makes real words fastest — your child reads their first word (at) in week one.6 skills ▸close ▾

   • The sounds s, a, t, pThe sounds s, a, t, p
   • The sounds i, n — and real blendingThe sounds i, n — and real blending
   • The sounds m, d, g, oThe sounds m, d, g, o
   • The sounds c, k, e, u, rThe sounds c, k, e, u, r
   • The sounds h, b, f, lThe sounds h, b, f, l
   • The sounds j, v, w, x, y, z — and the word 'the'The sounds j, v, w, x, y, z — and the word 'the'
2. Unit 2: Words With More in ThemSentences, the two-letters-one-sound teams (sh, ch, th, ng, ck), and words that start with two quick sounds (stop, flag).6 skills ▸close ▾

   • Reading whole sentences — and the words 'I' and 'a'Reading whole sentences — and the words 'I' and 'a'
   • Two letters, one sound: shTwo letters, one sound: sh
   • More hand-holders: ch and thMore hand-holders: ch and th
   • The endings ng and ckThe endings ng and ck
   • Two sounds at the start: bl, st, tr and friendsTwo sounds at the start: bl, st, tr and friends
   • Big finish: reading like a champion — and 'to' and 'no'Big finish: reading like a champion — and 'to' and 'no'
3. Unit 3: The Vowels Grow UpSilent e (cap becomes cape), the vowel teams (ee, ea, ai, ay, oa, ow, igh), and chopping longer words into chunks.8 skills ▸close ▾

   • Silent e makes the vowel say its name: a_eSilent e makes the vowel say its name: a_e
   • Silent e with i and o: i_e, o_eSilent e with i and o: i_e, o_e
   • Two vowels together: ee and eaTwo vowels together: ee and ea
   • The teams ai and ayThe teams ai and ay
   • The teams oa and ow (the 'oh' one)The teams oa and ow (the 'oh' one)
   • The sound igh — and 'said' and 'was'The sound igh — and 'said' and 'was'
   • Longer words: two chunksLonger words: two chunks
   • Checkpoint: read a whole little storyCheckpoint: read a whole little story
4. Unit 4: The Tricky VowelsBossy r (car, fork, bird), the two sounds of oo, the loud ow/ou, and oi, oy, aw, ew.8 skills ▸close ▾

   • Bossy r: arBossy r: ar
   • Bossy r: or, erBossy r: or, er
   • Bossy r: ir and urBossy r: ir and ur
   • The teams oo (moon) and oo (book)The teams oo (moon) and oo (book)
   • The loud teams: ou and owThe loud teams: ou and ow
   • The teams oi and oyThe teams oi and oy
   • The teams aw and ew — and 'they' and 'what'The teams aw and ew — and 'they' and 'what'
   • Checkpoint: every vowel sound you ownCheckpoint: every vowel sound you own
5. Unit 5: Real ReadingEndings (-s, -ing, -ed), soft c and g, silent letters, three-chunk words, reading with expression, and the last tricky words.8 skills ▸close ▾

   • Endings that do work: -s, -ingEndings that do work: -s, -ing
   • Endings from the past: -edEndings from the past: -ed
   • Soft c and soft gSoft c and soft g
   • Silent letters: kn, wr, mbSilent letters: kn, wr, mb
   • Three-chunk wordsThree-chunk words
   • Reading smoothly: punctuation is stage directionsReading smoothly: punctuation is stage directions
   • Tricky-word round-upTricky-word round-up
   • You are a reader: the final storyYou are a reader: the final story

Try a real Learning to Read: Systematic Phonics lesson, no account needed →

1. Unit 1: Counting, Comparing, and the Number LineThis is the on-ramp for the whole year. Your child stretches counting from small sets up to 120, learns to count on from any number instead of always starting at 1, and meets the number line as a picture of counting they already know how to do. It also builds the words 'more, fewer, same' and the idea of a group of ten as a bundle — both come back constantly for the rest of the year.8 skills ▸close ▾

   • One-to-one correspondence in counting a set of objects up to 20Child counts a set of up to 20 pictured objects by touching or tapping each one exactly once and states the total.
   • The count sequence to 120 applied to bundled sets of objectsChild extends one-to-one counting to sets of up to 120 objects arranged in bundled groups of ten plus extra ones.
   • Order-irrelevance and conservation of number when counting a fixed setChild explains that counting the same set in a different order or arrangement gives the same total.
   • The counting-on strategy starting from a nonzero numberChild counts on from a stated number between 1 and 20 to find a total, without restarting the count at 1.
   • Comparison of two counted groups using more/fewer/sameChild compares two pictured groups of objects and taps which has more, fewer, or the same amount, after counting both.
   • The number line as a counting path with one-to-one hops mapped to numbers in orderChild locates a stated number on a number line by hopping forward one mark at a time from zero or another known point.
   • Transfer of the counting-on-a-number-line strategy to an unfamiliar real-world counting contextChild uses a number line to count on from a two-digit starting number in a context never used during instruction, such as counting on from a page number or a scoreboard number.
   • The standard count sequence from 1 to 20Child recalls the count sequence in order from 1 to 20 without skipping or repeating a number.
2. Unit 2: What the Equals Sign Really MeansThis unit teaches the equals sign as 'the two sides show the same amount' — not 'now write the answer.' Every equation starts as objects: two matching groups, a join story, a split story. Number sentences come after, as the record of what already happened with real things.8 skills ▸close ▾

   • The equals sign as a statement that two groups have the same countChild taps 'same' for a pictured equation like 4 objects = 4 objects and 'not same' for 4 objects = 5 objects.
   • True and false number sentences with the equals sign in varied positionsChild sorts a mixed set of true and false number sentences (3=3, 4+1=5, 5=2+3, 4+1=6) into 'same' and 'not same' piles by counting both sides.
   • The equals sign with the sum on the left side of the sentenceChild explains, using objects, why 5 = 2 + 3 is true even though the sum is on the left.
   • A missing addend found by making both sides of an equation matchChild finds the missing number of objects needed so that 3 + __ = 5 using counters.
   • Missing-number position within an equationChild identifies the missing-number card that makes a pictured equation true when the blank appears in different positions (start, middle, end).
   • Equivalence of a single group and a two-part grouping of the same totalGiven two new pictured groups never seen in the unit (10 buttons vs. two groups of 5 buttons), child judges whether a proposed equation is true or false.
   • The spoken phrase attached to the equals signChild recalls that the equals sign is read aloud as 'is the same as,' not 'makes' or 'equals the answer.'
   • Contrast between bare-match and computed equations of the same magnitudeChild compares a bare-match equation (6=6) with a false addition equation (6=7) and states which is true using object counts as evidence.
3. Unit 3: Adding and Subtracting Within 10, FluentlyThis is where addition and subtraction within 10 go from 'act it out with objects' to 'know it fast.' The big idea is the fact family: three numbers like 3, 4, and 7 make one part-part-whole story, and knowing one fact unlocks three related ones.8 skills ▸close ▾

   • Joining (adding to) situations with totals within 10Given an object picture showing two groups joining (e.g. 3 ducks and 4 ducks), the student taps the numeral card showing the total.
   • Separating (taking from) situations within 10Given an object picture showing a group with some taken away, the student taps the numeral card showing how many are left.
   • The fact-family relationship between addition and subtraction within 10Given a completed part-part-whole picture (e.g. 3 red counters and 4 blue counters make 7 counters), the student explains why the same three numbers can make an addition fact and a related subtraction fact.
   • Unknown-addend structure linking addition and subtraction factsGiven one addition fact within 10, the student generates the matching subtraction fact using the same three numbers.
   • Joining versus separating situation typesThe student sorts a mixed set of within-10 addition and subtraction fact cards into 'joining' and 'separating' piles by the story action, not the numbers shown.
   • The counting-on strategy for addition within 10The student counts on from the larger number to solve an addition fact within 10, using fingers or a number line, without recounting from one.
   • Distinguishing joining from separating in an unfamiliar object scenarioGiven a new within-10 object picture never seen in class, the student decides whether it shows a joining or a separating story and picks the matching number sentence.
   • Fluent recall of within-10 addition and subtraction factsThe student recalls the sum or difference for within-10 facts quickly (within about 3 seconds) without counting all objects one by one.
4. Unit 4: Making a Ten: Addition and Subtraction Within 20Children learn to regroup numbers past 10 into one ten plus extra ones, using ten-frames as the visual model. This covers make-a-ten addition, take-apart-a-ten subtraction, and then applying both in problems with three numbers or two steps.10 skills ▸close ▾

   • Ten's partner facts (pairs of numbers that sum to 10)Recall the ten-partner (addend pair summing to 10) for any number 1-9, shown with objects.
   • The full ten-frame as a single countable unitRecognize a full ten-frame picture as the quantity ten without recounting each unit.
   • Conservation of quantity under regrouping in the make-a-ten strategyExplain why moving counters to fill a ten-frame does not change the total number of objects in a make-a-ten addition problem.
   • The make-a-ten addition procedure (decompose an addend, fill the ten, add the remainder)Execute the make-a-ten strategy to solve an addition fact within 20 using a ten-frame and loose counters.
   • The take-apart-a-ten subtraction procedureExecute the take-apart-a-ten strategy to solve a subtraction fact within 20 by removing loose ones before the ten.
   • Correct versus incorrect ten-frame regrouping representationsIdentify which of two pictured ten-frame regroupings correctly represents a given make-a-ten addition or subtraction.
   • Associative/commutative reordering of three addendsCompare two different orders of adding the same three numbers and determine both totals are the same.
   • Strategic pairing choice among three addends with ambiguous ten-partner optionsSelect which two of three given numbers to combine first in order to make a ten, when more than one valid pairing exists.
   • Two-step word problems with three whole numbers, within 20Solve a two-step word problem within 20 involving three whole numbers by sequencing an addition and a subtraction (or two additions).
   • Strategy selection between within-10 recall and within-20 make-a-ten/take-apart proceduresApply the correct within-10 or within-20 strategy to a novel mixed problem set presented in an unfamiliar picture format with no strategy label.
5. Unit 5: Tens and Ones to 120This unit gives a name to the bundle of ten your child has been making since Unit 1 and using in Unit 4's make-a-ten work: a ten. Every two-digit number becomes a story of some tens and some leftover ones, built entirely with bundles and base-ten pictures before any digit appears.10 skills ▸close ▾

   • A bundle of ten ones as a single unit called a tenGiven a picture of a bundled group of ten objects, the child names the group 'a ten'.
   • The bundle-then-count-leftovers routine for teen numbersGiven a pile of 11-19 loose objects and a rehearsed prompt ('make a ten, count what's left'), the child bundles ten and states the leftover count, using the exact routine modeled in guided practice.
   • Two-digit numbers as tens-and-ones groupingsGiven a base-ten picture showing some bundles of ten and some loose ones (up to 9 bundles, 9 loose), the child taps the matching two-digit numeral.
   • The memorized counting sequence from 1 to 20The child recites the counting sequence from 1 to 20, in the exact rote order rehearsed daily since Unit 1, when asked to 'count as high as you can.'
   • The counting sequence to 120The child counts aloud starting at any given number below 120, continuing at least ten counts forward.
   • Decade numbers as whole tens with no leftover onesGiven the spoken number word for a decade number (e.g. 'seventy'), the child taps the base-ten picture showing that many full tens and zero loose ones.
   • Ten as the special case of ten ones with no leftoversGiven the picture of exactly ten loose objects (no bundle drawn yet), the child taps the numeral 10 rather than a numeral suggesting 'one and zero' as separate leftover groups.
   • Digit position as the record of tens versus onesGiven two two-digit numbers with the same digits in reversed order (e.g. 34 and 43), the child taps the base-ten picture matching each, showing the amounts differ.
   • Two-digit place value applied to a new representation of tens and onesGiven a spoken two-digit number in an unfamiliar context (a shelf of toy count, a page count) with no bundle picture shown, the child taps the matching group of objects arranged in an unfamiliar layout (a ten-frame array instead of straw bundles).
   • Two-digit-style grouping extended to numbers past 100Given a numeral between 100 and 120, the child taps the picture with ten full bundles plus the matching loose ones.
6. Unit 6: Comparing and Adding Two-Digit NumbersChildren use tens-and-ones thinking from Unit 5 to compare two two-digit numbers (check tens first, then ones) and to add a one-digit number to a two-digit number (check whether the ones cross past ten).8 skills ▸close ▾

   • The tens digit as the first thing checked when comparing two two-digit numbersGiven two two-digit numbers shown as base-ten block pictures, child taps which number has more tens.
   • Comparing the ones digit only after a tie in the tens digitWhen two two-digit numbers have the same number of tens, child taps which has more ones to decide which number is greater.
   • The rule that tens always outweigh ones in determining which two-digit number is greaterChild explains, using tens and ones language, why a number with more tens is always greater regardless of its ones digit.
   • Adding a one-digit number to a two-digit number without regrouping, using base-ten picturesGiven a picture story of a two-digit number of blocks with a one-digit number of blocks added, child taps the numeral that names the total when no new ten is formed.
   • Adding a one-digit number to a two-digit number when the ones total crosses ten, forming a new tenGiven a picture story where the ones pile reaches or passes ten, child taps the numeral total after bundling a new ten.
   • Recognizing in advance whether an addition will cause the ones to cross tenBefore adding, child predicts whether a given two-digit-plus-one-digit picture story will cross a new ten, without completing the addition.
   • Telling apart comparison problems from addition problems by their picture structureChild sorts a mixed set of two-digit comparison problems and two-digit-plus-one-digit addition problems by which strategy applies, without solving them.
   • Applying tens-first comparison reasoning to an untaught concrete contextGiven a new context never used in instruction (comparing two piles of coins where one pile has fewer coins but a coin looks physically bigger), child taps which pile has more value using tens-and-ones reasoning transferred from blocks.
7. Unit 7: Measuring Length and Telling TimeOne shared idea runs through this whole unit: measuring means laying same-size units end to end with no gaps and counting them. That logic applies to length (cubes, paperclips) and then to clocks, where the same idea of 'fair, consistent units' shows up as hours and half-hours.9 skills ▸close ▾

   • Ordering of three objects by lengthChild orders three pictured objects from shortest to longest by direct visual comparison.
   • Indirect comparison of two lengths using a third objectChild identifies which of two objects is longer when they cannot be placed side by side, by comparing each to a third object.
   • Length measured as a count of repeated same-size unitsChild counts how many same-size units (cubes) span a pictured object, laid end to end with no gaps.
   • Inverse relationship between unit size and unit countChild explains why measuring the same object with a bigger unit gives a smaller number than measuring with a smaller unit.
   • Comparison of two measured lengths expressed as unit countsChild compares the measured lengths of two different objects using the same unit and says which is longer using 'more/fewer' language.
   • Clock face reading for times on the hourChild taps the analog clock picture that shows a spoken time to the hour.
   • Relative speed of the hour hand and minute hand on an analog clockChild explains, using the picture of a clock, why the little hand moves much more slowly than the big hand.
   • Clock face reading for times at the half hourChild taps the analog clock picture that shows a spoken time to the half hour.
   • Discrimination between hour and half-hour clock positions in a new contextChild decides whether a spoken time is closer to 'just started the hour' or 'halfway through the hour' by looking at where the big hand points on an unfamiliar clock picture.
8. Unit 8: Organizing Data and Composing ShapesThe last unit of the year, split into two halves that share one idea: a rule applied consistently is what makes a sorted group or a split shape trustworthy. First half: sorting objects by one rule, building simple picture graphs, and comparing counts. Second half: combining small shapes into bigger ones, and splitting circles and rectangles into equal halves and quarters.9 skills ▸close ▾

   • Sorting objects into categories using one stated ruleWhen shown a set of up to 10 mixed pictured objects and one stated sorting rule (e.g. by color), the child taps the correct bin for each object.
   • Comparison of category counts in a picture graphGiven a picture graph of three categories (up to 10 total objects), the child taps the category with more, fewer, or the same number, using 'is the same as' language from Unit 2.
   • Invariance of total count under different sorting rulesGiven the same set of 9 pictured objects sorted first by color and then by shape, the child explains that the total count of objects stays the same even though the category picture looks different.
   • Composing a new 2D shape from two smaller shapesGiven two small 2D shapes (e.g. two triangles), the child taps the picture showing the larger shape they combine to make (e.g. a square).
   • Composing a 3D composite shape from smaller solidsGiven a pictured composite shape made of 3-4 small shapes not seen in instruction, the child taps which two named 3D solids (e.g. cube, cone) could stack to make a similarly shaped tower.
   • Equal versus unequal partitioning into two sharesGiven a picture of a circle or rectangle cut into two pieces, the child taps whether the pieces are halves (equal) or not equal shares.
   • The requirement that fourths/quarters be equal-size shares, not merely four piecesGiven a picture of a rectangle split into four pieces of different sizes, the child explains why it is not split into fourths even though there are four pieces.
   • Relationship between halves and quarters as nested equal partitionsGiven a circle already split into two equal halves, the child taps the picture showing how one half could be split again to make four equal quarters.
   • The picture graph as a representation of counted categoriesThe child recalls that a picture graph has bars or pictures that stand for objects being counted, when asked to identify a picture graph among other pictures.

Try a real Tens, Ones, and Adventures: Grade 1 Mathematics lesson, no account needed →

1. Unit 1: Weather, Sky and SeasonsNine weeks of watching the actual sky: daily weather, wind you infer, sun that warms, shadows that move, puddles that vanish, and a family severe-weather plan.9 skills ▸close ▾

   • What is the weather doing today?Do the hands-on exploration, then show Clara you can talk about naming today's weather and comparing days.
   • The wind you cannot seeDo the hands-on exploration, then show Clara you can talk about how we know wind exists without seeing it.
   • Sun, shade and warm thingsDo the hands-on exploration, then show Clara you can talk about sunlight warming things and shade keeping them cool.
   • Shadow shapesDo the hands-on exploration, then show Clara you can talk about shadows changing with the sun's position.
   • Rain, puddles and where water goesDo the hands-on exploration, then show Clara you can talk about where puddle water goes.
   • Hot days, cold days, and dressing for themDo the hands-on exploration, then show Clara you can talk about choosing clothes and plans to match the weather.
   • Season watch: one tree, all yearDo the hands-on exploration, then show Clara you can talk about what the adopted tree looks like right now and predicting its change.
   • Storms and staying safeDo the hands-on exploration, then show Clara you can talk about what to do when severe weather comes.
   • Weather station week (review)Do the hands-on exploration, then show Clara you can talk about putting all the weather ideas together.
2. Unit 2: Pushes, Pulls and Things That MoveForces at floor level: pushes and pulls, ramps and races, collisions, balanced tugs, light and shadows, magnets, and a ball-run build that fails on purpose.9 skills ▸close ▾

   • Push it, pull itDo the hands-on exploration, then show Clara you can talk about sorting pushes and pulls.
   • Hard push, soft pushDo the hands-on exploration, then show Clara you can talk about bigger pushes making things go farther and faster.
   • Ramps and racingDo the hands-on exploration, then show Clara you can talk about steeper ramps and faster rolling.
   • Crash! Changing directionDo the hands-on exploration, then show Clara you can talk about bumps and collisions changing which way things go.
   • The tug-of-war week (balanced pulls)Do the hands-on exploration, then show Clara you can talk about two pulls that cancel out.
   • Sunlight and dark places (light as energy)Do the hands-on exploration, then show Clara you can talk about materials blocking light and making shadows.
   • Tree check #2 + motion reviewDo the hands-on exploration, then show Clara you can talk about what changed on the tree and finding pushes and pulls at home.
   • Make it move without touching itDo the hands-on exploration, then show Clara you can talk about magnets pulling some things and not others.
   • Build a ball run (engineering week)Do the hands-on exploration, then show Clara you can talk about building something, watching it fail, and fixing one part.
3. Unit 3: Living Things and Their PlacesAlive or not, what living things need (with a control cup), body parts with jobs, babies and parents, habitats, traveling seeds, and a sit-spot that produces a real question.8 skills ▸close ▾

   • Alive or not alive?Do the hands-on exploration, then show Clara you can talk about sorting alive, not alive, and once-alive.
   • What do living things need?Do the hands-on exploration, then show Clara you can talk about what seeds need to sprout and grow.
   • Body parts with jobsDo the hands-on exploration, then show Clara you can talk about animal body parts and what each part is for.
   • Babies and their parentsDo the hands-on exploration, then show Clara you can talk about animal babies resembling their parents.
   • Where animals live and whyDo the hands-on exploration, then show Clara you can talk about matching animals to the places that meet their needs.
   • Plants make more plants (seeds travel)Do the hands-on exploration, then show Clara you can talk about how seeds get to new places.
   • Tree check #3 + living things reviewDo the hands-on exploration, then show Clara you can talk about the tree's story across three seasons.
   • Being a scientist outdoors (unit capstone)Do the hands-on exploration, then show Clara you can talk about watching quietly and asking a science question.
4. Unit 4: Stuff and What It DoesMaterials and their properties, choices that fit purposes, water's three states, changes you cannot undo, sound as vibration, an instrument build, and the year's capstone question.10 skills ▸close ▾

   • The great material sortDo the hands-on exploration, then show Clara you can talk about sorting objects by what they are made of and how they feel.
   • Why is a window glass and a pillow soft?Do the hands-on exploration, then show Clara you can talk about materials chosen because their properties fit the job.
   • Water's three costumesDo the hands-on exploration, then show Clara you can talk about ice, water and steam being the same stuff.
   • Changes you cannot undoDo the hands-on exploration, then show Clara you can talk about changes that can be undone and changes that cannot.
   • Sound is a shakeDo the hands-on exploration, then show Clara you can talk about shaking and vibrating things making sound.
   • Loud, quiet, high, lowDo the hands-on exploration, then show Clara you can talk about loud versus quiet and high versus low sounds.
   • Build an instrument (engineering week #2)Do the hands-on exploration, then show Clara you can talk about changing a design to change its sound.
   • Tree check #4: the year in four picturesDo the hands-on exploration, then show Clara you can talk about the tree's whole year of changes.
   • The big review safariDo the hands-on exploration, then show Clara you can talk about finding weather, forces, living things, materials and sound in the real world.
   • Question fair (capstone)Do the hands-on exploration, then show Clara you can talk about asking a question and planning how to find out.

Try a real Science Explorations: Kindergarten to Grade 2 lesson, no account needed →

1. Unit 1: Me, My Family, My StoryHistory starts at home: the child's name, family, growth, daily sequence, traditions, an elder interview, their address, homes near and far — bound into a book they author.9 skills ▸close ▾

   • The story of my nameDo the activity together, then show Clara you can talk about knowing and telling the story of their own name.
   • Who is in my family?Do the activity together, then show Clara you can talk about who is in their family and how family members help each other.
   • Then and now: meDo the activity together, then show Clara you can talk about how they have changed since they were a baby and what stayed the same.
   • My day, in orderDo the activity together, then show Clara you can talk about putting the events of a day in order.
   • A family traditionDo the activity together, then show Clara you can talk about what a tradition is and naming one of their family's.
   • Grandparent interview (or a family elder)Do the activity together, then show Clara you can talk about asking an older person what life was like long ago.
   • Where I live: my addressDo the activity together, then show Clara you can talk about saying where they live, from street to country.
   • Different families, different homesDo the activity together, then show Clara you can talk about homes being different while meeting the same needs.
   • My story book (unit review)Do the activity together, then show Clara you can talk about telling their own story from their book.
2. Unit 2: Rules, Jobs and MoneyCivics and economics at kid scale: why rules exist, fair vs equal, community jobs, needs and wants, earning and the save-spend-share jars, a family market, real votes, and a signed family constitution.9 skills ▸close ▾

   • Why do we have rules?Do the activity together, then show Clara you can talk about why games and families have rules.
   • Fair is not always equalDo the activity together, then show Clara you can talk about the difference between everyone getting the same and everyone getting what they need.
   • Community helpers scavenger huntDo the activity together, then show Clara you can talk about community jobs and what would happen without them.
   • Needs and wantsDo the activity together, then show Clara you can talk about sorting needs from wants.
   • Where does money come from?Do the activity together, then show Clara you can talk about money coming from work and trading for things.
   • Save, spend, shareDo the activity together, then show Clara you can talk about choosing to spend, save or share money.
   • The trading game (goods and services)Do the activity together, then show Clara you can talk about goods you can hold and services people do.
   • Who decides? (voting week)Do the activity together, then show Clara you can talk about how voting lets a group decide fairly.
   • Make our own laws (unit capstone)Do the activity together, then show Clara you can talk about making rules together and agreeing to follow them.
3. Unit 3: Maps and PlacesGeography by making: mapping the bedroom, symbol keys and treasure hunts, a field-tested walk map, land and water, cardinal directions, how places shape lives, and the room-to-Earth zoom.8 skills ▸close ▾

   • A map of my roomDo the activity together, then show Clara you can talk about what a map shows and drawing a place from above.
   • Treasure maps and symbolsDo the activity together, then show Clara you can talk about map symbols standing for real things.
   • Our neighborhood walk-mapDo the activity together, then show Clara you can talk about mapping a walk using landmarks in order.
   • Land and waterDo the activity together, then show Clara you can talk about telling land from water on a map and naming landforms.
   • Which way? (directions)Do the activity together, then show Clara you can talk about using north, south, east and west.
   • Hot places, cold places, and how people liveDo the activity together, then show Clara you can talk about how the place people live shapes how they live.
   • From my street to the whole Earth (zoom-out week)Do the activity together, then show Clara you can talk about how home fits inside town, state, country and Earth.
   • Map fair (unit capstone)Do the activity together, then show Clara you can talk about making a map with a key and showing it works.
4. Unit 4: People and the PastThe past through evidence: old objects as clues, school and travel and communication then vs now, the town's own story, symbols and holidays treated plainly, changemakers, a review museum and a sealed time capsule.10 skills ▸close ▾

   • Old things are cluesDo the activity together, then show Clara you can talk about using old objects as clues about the past.
   • School, long agoDo the activity together, then show Clara you can talk about how school long ago was different from now.
   • Getting around, then and nowDo the activity together, then show Clara you can talk about putting ways of traveling in order from long ago to now.
   • Talking across distance, then and nowDo the activity together, then show Clara you can talk about how people far apart talked long ago and now.
   • Our town's storyDo the activity together, then show Clara you can talk about finding out how their town has changed.
   • Flags, songs and symbolsDo the activity together, then show Clara you can talk about flags and symbols standing for groups and places.
   • Holidays tell storiesDo the activity together, then show Clara you can talk about holidays remembering and celebrating things.
   • People who changed thingsDo the activity together, then show Clara you can talk about how a real person saw a problem and changed things.
   • The review museumDo the activity together, then show Clara you can talk about showing and explaining what they learned all year.
   • The time capsule (capstone)Do the activity together, then show Clara you can talk about making a time capsule for their future self.

Try a real My World: Social Studies for K-2 lesson, no account needed →