A complete kindergarten 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: How Many? Counting and Matching to 10This is where it all starts. Your child learns that counting only works if every single object gets exactly one number word, said once, in the right order — no skipping, no double-counting. You'll move from counting objects in a neat line (easiest) to a scattered pile (harder) to objects arranged in a circle (hardest, because there's no clear start or stop point).9 skills ▸close ▾

   • The counting word sequence 1-10Child recites the counting sequence 1-10 in order, without touching objects.
   • One-to-one correspondence between touches and number words, first introduced with a small set of 3Child touches each of 3 lined-up objects exactly once while saying one number word per touch.
   • One-to-one correspondence between touches and number wordsChild touches each object exactly once while saying one number word per touch, for a line of up to 10 objects.
   • Cardinality: the last count word names the totalChild states that the last number word said while counting a group tells how many objects are in it, without recounting.
   • Counting objects arranged with no fixed pathChild counts a scattered (non-lined-up) group of up to 10 objects and gives one final count.
   • Counting objects in a closed circular arrangementChild counts objects arranged in a circle and correctly identifies where they started to avoid double-counting.
   • Conservation of number under rearrangementChild predicts that recounting the same rearranged group of objects will give the same total, then checks by counting.
   • Errors in one-to-one correspondence during countingChild identifies which of two counting attempts (shown by an adult) counted correctly and which skipped or double-counted an object.
   • Counting to 10 applied in a novel picture contextChild counts a scattered group of 10 objects presented in an unfamiliar picture (not toys or blocks used all unit) and gives the correct total.
2. Unit 2: Counting Further: To 20 and by Tens to 100This unit stretches the counting-and-touching skill from Unit 1 up to 20, then teaches counting by tens (10, 20, 30...100) as a faster way to count — using a 'ten-bag' of ten objects as one countable unit — and teaches counting on from a number other than 1.9 skills ▸close ▾

   • One-to-one correspondence counting for sets up to 10, as a foothold into this unit's extension past 10Child touch-counts a set of 10 objects, saying one number word per object, and states the total.
   • One-to-one correspondence counting extended to sets of 11-15Child touch-counts a scattered set of 11-15 objects, saying one number word per object, and states the total.
   • One-to-one correspondence counting extended to sets of 16-20Child touch-counts a scattered set of 16-20 objects, saying one number word per object, and states the total.
   • The rote number-word sequence to 20Child recites the counting sequence from 1 to 20 without objects present.
   • The rote counting-by-tens sequence to 100Child recites the counting-by-tens sequence (10, 20, 30 ... 100) while pointing at pictured ten-groups.
   • Correspondence between a tens-count word and a quantity of grouped tensChild matches a spoken count-by-tens number (e.g., 'thirty') to a picture showing the correct number of full ten-bags.
   • Counting on from a number other than 1Child counts on from a stated number between 5 and 15 to reach a target total, without recounting from 1.
   • The ten-and-some-more structure of teen numbersChild explains, using a ten-bag and loose objects, why 13 is 'ten and three more.'
   • Tens-and-ones structure applied to an unfamiliar grouped pictureChild determines, for a new mixed picture of ten-bags and loose objects never shown before (e.g., 4 bags and 6 loose in an unfamiliar layout, with a distractor group nearby), which spoken total it matches.
3. Unit 3: More, Fewer, or Same: Comparing GroupsThis unit teaches a genuinely different way to compare two groups: matching objects one-to-one instead of counting them. Your child learns the words 'more,' 'fewer,' and 'same number as' — words that get reused, not retaught, for the rest of the year.8 skills ▸close ▾

   • One-to-one correspondence between two groups of objectsGiven two groups of up to 10 objects arranged in a line, the child draws a line connecting each object in one group to one object in the other group.
   • Leftover objects as evidence of 'more' after matchingAfter matching two unequal groups (up to 10 objects each), the child identifies which group has a leftover object and names that group as having 'more'.
   • The 'same number as' case in one-to-one matchingGiven two matched groups with no leftover objects, the child taps the 'same number as' picture rather than choosing 'more' or 'fewer'.
   • Choosing between matching and counting to compare scattered groupsGiven two scattered (unmatched, not pre-lined) groups of up to 10 objects each, the child decides to either match or count and then states which group has more, fewer, or whether they are the same.
   • Comparing two written numerals 1-10 using their represented quantitiesGiven two numeral cards from 1-10, each shown next to a picture of that many dots, the child taps the numeral that represents the larger amount.
   • Comparing two written numerals 1-10 without a visible quantity modelGiven two numeral cards from 1-10 with no object pictures shown, the child states which numeral is larger by recalling the represented quantity.
   • Testing a visual/perceptual claim about quantity using matching or countingGiven a real-world claim like 'the tall skinny cup has more water' about two unequal, differently-shaped groups of objects placed in unfamiliar containers, the child uses matching or counting to check whether the claim is true.
   • Constructing/recognizing a group with one fewer than a reference groupGiven a group of objects and told it has 'one fewer' than a shown group, the child selects which of two candidate groups matches that description.
4. Unit 4: Writing and Reading Numbers to 20This unit attaches written numerals — the actual squiggles 0 through 20 — to amounts your child can already count and compare. The rule all unit long is: count or build the quantity first, show the numeral second, never the other way around.9 skills ▸close ▾

   • Correspondence between a counted set of 0-10 objects and its written numeralChild taps the numeral (0-10) that matches a counted set of objects shown on screen.
   • The just-demonstrated numeral as a record of a small counted set (0-5)Given a set of 0-5 objects the child has just finger-counted with the parent, child taps the one numeral (from 2 choices) that was shown as the record of that exact count moments earlier.
   • Correspondence between a teen-quantity (ten-stick plus loose ones) and its two-digit numeralChild taps the numeral (11-20) that matches a counted set built as a ten-stick plus some loose objects.
   • The fixed sequence of numerals 0-10 as a record of the counting sequenceChild places scattered numeral cards 0-10 into counting order.
   • Orientation as a defining feature of numeral identity, unlike physical objectsChild distinguishes correctly-formed numerals from mirror-reversed versions (e.g., correct 6 vs. reversed 6 that looks like 9's mirror) for a target numeral named aloud.
   • The stroke sequence used to form each written numeral 0-20Child physically traces numerals 0-20 following a modeled stroke path, checked by the parent against a printed model.
   • The ten-and-some-more structure represented inside a two-digit teen numeralChild explains, using a built ten-stick and loose objects, why the numeral for a teen number has a '1' even though the amount is more than one.
   • Numerals as symbols that appear consistently across contexts outside the taught counting materialsGiven a numeral card shown alone with no counted objects present, child selects which of two real-world photos (e.g., a house number, a page in a counting book) contains that same numeral.
   • Numeral order as a stand-in for quantity comparison without a visible countChild taps the larger or smaller numeral of two shown, both presented WITHOUT accompanying object sets, using only the numerals themselves.
5. Unit 5: Joining and Separating: Addition and Subtraction Stories to 10This is the first time counting describes something changing, not just a fixed pile sitting still. Your child acts out stories — things arriving, things leaving — with real objects before ever seeing a number sentence like 5-2=3, which gets introduced afterward as a record of what already happened.8 skills ▸close ▾

   • Joining (putting-together) action within 10 objectsChild acts out a joining story with real or pictured objects and states how many are in all, for totals to 10.
   • Separating (taking-apart) action within 10 objectsChild acts out a separating story with real or pictured objects and states how many are left, for starting amounts to 10.
   • The join-versus-separate event structure in a spoken storyChild determines whether a spoken story describes something coming (join) or something going (separate), before any number is mentioned.
   • The number sentence as a record of a completed action, using 'is the same as' for the equals signChild records a completed joining or separating action as a number sentence (e.g. 5 - 2 = 3) after acting it out with objects.
   • Decomposition of numbers to 10 into two partsGiven a number to 10 shown with objects, child finds a decomposition into two parts (e.g. 5 = 4+1) using the objects.
   • Multiple decompositions of the same numberGiven one number to 10 shown with objects, child finds two different decompositions of that same number.
   • Missing-addend stories (total and one part known)Given a spoken story mentioning a total and one known part, child finds the missing part using objects, for totals to 10.
   • Discrimination among join, separate, and decompose story typesChild chooses the numeral that shows the result of a mixed set of join, separate, and decompose stories presented in random order within the same session.
6. Unit 6: Ten and Some More: Decomposing 11-19This unit gives every teen number the same structure: a full ten plus some loose ones, always. Your child already counts to 20 fluently and has used ten-frames — this unit puts that fluency to work naming and building teen numbers rather than teaching counting itself.8 skills ▸close ▾

   • The ten-and-ones structure of teen numbers 11-19Given a built ten-frame (fully filled) plus a small group of loose objects (1-9), the child names the total as 'ten and ___ more' matching the count of loose objects.
   • Physical construction of a teen number as a ten-group plus onesThe child builds a physical model (one full ten-group plus loose ones) for any spoken teen number 11-19.
   • Correspondence between a teen numeral and its ten-and-ones object model, generalized across surface variationThe child matches a written teen numeral (11-19) to an object model showing its correct ten-and-ones decomposition, where the model's surface features (object color/type, ten-frame orientation, or arrangement) differ from any pairing directly drilled in a worked example, choosing among 2-3 pictured models.
   • Invariance of a teen number's total across different spatial arrangementsThe child compares two different-looking arrangements of the same teen number (e.g., spread out vs. grouped into ten-and-ones) and states that the count is the same.
   • Counting-on-from-ten as a strategy for finding a teen totalThe child counts on aloud from ten to reach a teen total, starting at 'ten' rather than restarting at 'one,' when shown a built ten-group plus loose ones.
   • The fixed relationship between a teen number's name and its ones-countGiven only the spoken teen number, the child predicts how many loose ones will be needed before building the model, then checks by building.
   • Application of the ten-and-ones decomposition strategy to an unfamiliar object type and layout, observed as a single low-n classroom probePresented with a new context never used in instruction, a ten-frame of buttons plus a scattered pile of buttons outside a frame of a different color, with no verbal cue that this is a 'teen number' task, the child taps the numeral matching the total, on a novel-context probe treated as low-stakes and formative rather than as proof of transfer.
   • The count sequence 11-19 in orderThe child recalls, from memory without a model present, the number word that comes immediately after a given teen number up to 19.
7. Unit 7: Comparing Length and WeightThis unit takes the matching-and-comparing logic from Unit 3 — built for comparing amounts — and points it at two new things: length and weight. Your child learns to compare length by lining up starting points, then order three objects at once, and to read a balance-scale picture to compare weight.9 skills ▸close ▾

   • Direct pairwise comparison of length using endpoint alignmentGiven two objects with aligned endpoints shown on screen, the child taps the one that is longer (or shorter).
   • Direct pairwise comparison of weight using balance-scale dip directionGiven two objects on a balance-scale picture where one side clearly dips, the child taps the heavier (or lighter) object.
   • Justification of a length comparison by naming the endpoint evidenceGiven a new pair of objects whose length difference is subtler than the worked examples, the child names which is longer and states that it 'stops further out' with reduced parent prompting.
   • The distinction between 'same length' and 'close but different length'Given two objects with matching start and stop points, the child classifies the pair as 'same length' rather than 'longer' or 'shorter', distinguishing this from pairs that merely look close.
   • Seriation (transitive ordering) of three objects by lengthGiven three objects of differing length, the child orders them from shortest to longest by comparing each new object against the objects already placed, not just its nearest neighbor.
   • The possible mismatch between visual size and actual weightGiven a big-looking but light object paired against a small-looking but heavy object on a balance picture, the child predicts an outcome from appearance, compares it to the balance result, and identifies that appearance and weight disagreed.
   • Discrimination between length-comparison and weight-comparison task typesGiven a mixed, unlabeled set of length and weight comparison pictures, the child identifies which attribute each picture concerns (a stick picture vs. a balance picture) before answering.
   • The level (equal-weight) state of a balance-scale pictureGiven a balance picture with both sides level, the child recalls that this means the two objects weigh the same, distinguishing it from a picture with any visible dip.
   • The shared direct-comparison logic underlying quantity comparison (Unit 3) and length/weight comparison (this unit)Given a description comparing sticks' lengths and a description comparing block piles' amounts, the child explains how the two comparisons use the same 'look and match' idea without counting.
8. Unit 8: Naming and Building 2D and 3D ShapesThe last unit of the year. Your child names 5 flat shapes (circle, square, triangle, rectangle, hexagon), 4 solid shapes (sphere, cube, cone, cylinder), describes position with words like above and beside, and builds bigger shapes out of smaller ones. The core idea repeated all unit: a shape's name comes from its sides and corners, not its size, color, or which way it's turned.9 skills ▸close ▾

   • Identity of the 5 named 2D shapes across changes in size, color, and orientationChild names a circle, square, triangle, rectangle, or hexagon shown at an unfamiliar size, color, or rotation, by tapping the matching name/picture.
   • Names of circle and square immediately after their first worked introductionChild names a circle or square shown in a size and color like the ones just demonstrated, by tapping the matching name.
   • Names of the 4 named 3D solidsChild recalls the spoken name for a sphere, cube, cone, or cylinder when shown a real object or picture of that solid.
   • Side-count and corner-count as the defining attribute distinguishing 2D shapesChild counts the number of sides and corners on a given 2D shape and states whether that count matches another shape's count.
   • The flat/solid (2D/3D) distinction independent of size and colorChild sorts a mixed pile of 2D and 3D shape pictures into flat and solid groups, regardless of the shapes' size or color.
   • Position words describing an object's location relative to a second objectChild identifies whether one object is above, below, beside, in front of, or behind a second (reference) object shown in a picture.
   • Composition of a target 2D shape from smaller component shapesChild builds a given larger 2D shape (e.g., a hexagon or rectangle) out of two or three smaller pattern-block shapes.
   • The 5 named 2D shapes' identity in an unfamiliar real-world contextChild selects the correct name for a 2D shape presented in a context never used anywhere in this unit's instruction (e.g., a hexagon-shaped floor tile pattern, or a triangle-shaped kite), with no size/color/orientation cue matching a taught example.
   • Addition/subtraction story answers (Unit 5-6) interleaved with current shape-naming itemsChild recalls a previously taught addition or subtraction story answer (Units 5-6) and a shape name in the same mixed practice set without confusing the two response formats.

Try a real Numbers, Shapes, and Stories: Kindergarten 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 →