Sample Cycle 1 Social Studies Lesson

Let’s read a book about a young girl and her special relationship with her grandmother who lived a very different life than the one her grand-daughter knows.

Let’s talk about family in class. 

What is the difference between family and friends? Are some friends more important than others? Do different people have different roles and responsibilities in your family? Do you celebrate special calendar events? Do different age groups have things in common? What languages does your family use? Do you have spiritual beliefs? Is your family interested in music, sports or something else? What kinds of rules does your family have?

Do you know your grandparents? How was their childhood different than yours? Talk to them about it and write down their responses? You may ask a parent to scribe for you if needed. 









Let’s look at how to make a family tree. You can choose this as your homework assignment, or one of the other activities on this page. 

Competency: To construct his/her representation of space, time and society.  

To construct his/her representation of space, time and society. 

Look at their own environment, here and now. 

Observation of the everyday objects, people and landscapes around them.

Compare their environment with a former environment (past) and a less familiar environment (elsewhere)

https://www.enchantedlearning.com/themes/family.shtml

Progression of Learning Goals – Report  should indicate if working with support or independently 

1.LOCATION IN SPACE AND TIME 

Orients himself/herself in time: calendar, day, month, year 

Situates events in his/her life and that of friends and family on a graduated timeline (e.g. my birth, my first day of school, a trip, my parents’ births, the death of a friend or relative) 

Indicates physical traits characteristic of different ages (e.g. a baby has no teeth, grandparents sometimes have white hair) 

Indicates activities associated with different ages (e.g. children go to school, adults can drive)

2.  HUMAN ELEMENTS 

Demographic situation 

Names groups he/she belongs to (e.g. family, friends, sports teams, class) 

Describes the composition of the groups he/she belongs to (e.g. my soccer team is made up of boys and girls and an adult: the coach; my class is made up of boys and girls and an adult: the teacher) 

Indicates the number of members in the groups he/she belongs to (e.g. there are 10 players on my soccer team, there are 24 students in my class) 

Cultural situation 

Names the language(s) spoken in his/her environment (e.g. French, English, Italian) 

Names the religion(s) practised in his/her environment (e.g. Catholicism, Protestantism) 

Names artistic expressions (e.g. painting, sculpture) 

Names everyday objects (e.g. toys, CDs, iron, computer, bicycle, car) 

Political situation 

Indicates rules of order for groups he/she belongs to (e.g. in class students must raise their hand before they speak)