social studies grade 1 unit 04: interacting with others...

Name _______________________

Date _______________________

Teacher ____________________

Section ____________________

Social Studies Grade 1 Unit 04: Interacting with Others:Community - 08

Instructions: This assessment includes performance tasks in which studentswrite, draw, explain or place cards to exhibit their knowledge. Students shouldbe offered opportunities to explain verbally what they know in detail.

Unpublished Work, Copyright © 2002-2007, Education Service Center Region 10. All Rights Reserved.

This test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.

The following are open-ended or performance task items which should be directed by

the teacher and produced through drawings, writing, role-playing, discussing, or the

construction of a product.

1.

The teacher will make a web on the

magnetic chalk board, a game board, or

the floor or shower curtain. The center

of the web should say "Public

Officials". One spoke should say

"Community", another "State" and the

third, "Nation". The teacher will then

distribute cards with the following:

mayor (may name mayor if used in

unit)

President Bush

Governor Perry

policeman

fire marshall

Add other names or positions as

appropriate from your study.

Once students have placed the cards in

the correct locations, they should write

a sentence about each spoke (i.e. In our

community, the mayor, policemen, and

the fire marshall are leaders, etc.)

2.

Ask students to look through picture

books from the library. They can look

at pictures to help them brainstorm a

list of ways someone can contribute to

the common good of the community,

state or nation. They should find at

least five ways. They should put their

answers on a web or list.

Modification: You may allow them to

write the names of any people they

know that carry out any of the

contributions. Finally, they may draw a

picture of themselves contributing to

the community and write one sentence

describing what they do and explain

how it shows responsibility for the

common good.

Social Studies Grade 1 Unit 04: Interacting with Others: Community - 08


Page: 1 GO ONThis test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.

For the following items:

a) read the questions aloud and have students use response cards to answer or

b) bring students to you in small groups and ask them to point to the right answer or

c) bring students to you individually and ask the questions so that you may hear the

answers.

3.

Bring students up in small groups.

Have students match each of the

pictures to either a custom, symbol, or

celebration:

A flag

Having a birthday party

Having pizza on a Friday night

Going to church

A Christmas tree

A parade

A sports symbol

The students should justify their

choices by explaining why it is a

celebration, etc.

4.

Bring students up into groups. Have

each student draw a card and explain

the authority figure seen and a rule the

figure enforces. Use the picture cards in

the appendix.




The following are open-ended or performance task items which should be directed by

the teacher and produced through drawings, writing, role-playing, discussing, or the

construction of a product.

5.

On word cards, the students must

arrange these locations from the biggest

to the smallest.

United States

Texas

Classroom

School

Community




For the following items:

a) read the questions aloud and have students use response cards to answer or

b) bring students to you in small groups and ask them to point to the right answer or

c) bring students to you individually and ask the questions so that you may hear the

answers.

6.

I am going to read you a story. You

leave the house to go to school. As

soon as you shut the door, you

remember that you have left your lunch

on the kitchen table. No one is home

and you don't want to be late for school.

You will need something to eat for

lunch.

Now, as I read the rest of the story, I

want you to draw pictures. Use a

square for a house, a line for a street

and a stick figure for a person. Ready?

Your Aunt Sissy lives 4 houses west of

your house. You decide to go there, but

she isn't home.

Your Uncle Bob lives 2 streets north of

your house. Uncle Bob gives you lunch

money.

Now, it's time to hurry to school. Your

school is 6 blocks east of your house.

You make it on time.

What directions did you go in order to

get to school with lunch money? Write

them in words. Take a crayon and

draw the directions on your map.



Page: 4 STOPThis test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.

Answer Key

# Item ID Key TEKS Stimulus

1 S011087034D Also assesses 1.11b, 1.1a

Fire marshall, policemen and mayor

are local officials.

President Bush is a national official.

Governor Perry is a state official.

Teachers may add other names as

appropriate.

1.11A Primary_Gr

ade_Teache

r_PT_Direc

tionsp

2 S011087038D See attached Rubric or Checklist 1.12A Primary_Gr

ade_Teache

r_PT_Direc

tionsp

3 S011087040D The teacher should accept reasonable

responses that are justified. For

example the Christmas tree is a

symbol, but a student might explain a

tradition and label it thus and would be

correct. Generally the answers are:

symbol, celebration, custom, custom,

symbol, celebration, symbol

1.13C Primary_Te

acher_Direc

tionsp

4 S011087029D See attached Rubric or Checklist 1.10A Primary_Te

acher_Direc

tionsp

5 S011086948D See attached Rubric or Checklist 1.5A Primary_Gr

ade_Teache

r_PT_Direc

tionsp

6 S011087044D west, then north, then east. 1.9A Primary_Te

acher_Direc

tionsp




Checklist List

2)

Meets the 1st Gr. SS TEKS 12A, 12B, 17A, 17B, 18B,12C

Teachers observe students in groups or individually using resources such as pictures

from library or classroom books.

Students have at least five appropriate or feasible ways to contribute to the

community on a list. Spelling may be inventive but student can explain list and tell

where he/she found the practice.

Students can make connections to some people they know.

Students draw a picture and can think of at least one way they contribute to the

community.

Rubric:

3: Student demonstrates a grasp of individual contributions by finding examples,

applying to others, and applying to his own life. Student can fluently explain

contributions.

2: Student knows some obvious ways people contribute (trash pickup, crossing

guard) but don’t show ability to apply the concept to new examples they come

across. Student may be able to think of some people to apply, but may have

difficulty writing or explaining how he/she is a contributor.

1: Students can list only 1-2 examples of contributions and does not show ability to

transfer to people they know or their own lives. Teacher prompting only yields

minimal discussion of the concept.

3)

Meets 1st gr. SS TEKS 13C, 13D, 17C, 17D, 18B

3: The student illustrates and explains the meaning and the contribution of the

symbol, custom or celebration.

2: The student illustrates a custom, symbol or celebration, but can not explain the

meaning or contribution to the community.

1: The student does not illustrate a custom, symbol or celebration nor can they

explain it.




4)

Meets the 1st. Gr. SS TEKS 10A,10B, 11C, 17C, 18A, 18B

A. teacher; rules about behaving in class.

B. principal; rules about attendance, playground, cafeteria

C. mom; rules about home work, what you eat, bedtime.

D. policeman; rules about traffic, stealing, fighting.

E. fireman; rules about safety.

F. crossing guard; rules about crossing the street.

G. bus driver; rules about meeting bus, getting off, behavior

H. scout leader; rules about scout meetings

Rubric:

3: Students can match the authority figures with rules and explain how they are

connected without error and with detail.

2: Students can match some of the authority figures with rules but may have

difficulty in explaining how they are connected - in otherwords a guess could have

produced the match.

1: Students have difficulty matching, explaining or comprehending vocabulary

related to authority figures or rules and laws.

5)

Meets the 1st. gr. SS TEKS 5A, 5B, 6A, 18A

3: Student is able to arrange all 5 locations in order from biggest to smallest.

2: Student is able to arrange 3 out of 5 locations in order.

1: Student is not able to arrange any of the locations in order.

6)

Rubric:

Also Assesses 1.4a

3: Student map includes houses and lines for streets in the correct directions from

the home. The school is accurately placed. A first grade student could look at this

map and tell a story about where things are.

2: Student shows he/she can follow directions and understands basic symbols;

however, directions may be confusing. If a student tried to tell the story back, it

would be different.

1: Student does not show evidence of understanding symbols or directions. There

was an attempt, however, to complete the task.




N

SE W


United States Texas

School

Community

Classroom


Prin

cipa

l

Crossin

gGau

rd

STOP

AB

C

DE

F

GH


Wild Cats

Football Team

Shops

YouthParade


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