Curriculum planning chart

Generative Topic (Blythe et al, 1998): Choices for safety

Concept*

Standard

("The student will

understand")
The students will
understand that
people make active
choices to keep
themselves safe.
They will be able to
identify specific
choices that people
(including
themselves) make
in order to be safer.
Central problem /
issue / or essential
question
What are the best
choices we can
make to be safe?

5.2.1.A: Identify and

explain the importance
of responsibilities at
school and at home.
CC.1.5.1.D: Describe
people, places, things,
and events with relevant
details, expressing ideas
and feelings clearly.
CC.1.4.1.A: Write
informative/ explanatory
texts to examine a topic
and convey ideas and
information.
CC.1.4.1.W: With
guidance and support,
recall information from
experiences or gather
information from
provided sources to
answer a question.

Subject: 1st grade Social Studies

Name: C. Wraith

Assessment

Facts

Skills

Problems to pose

(How will you have

evidence that they
know it?)
Children will
identify during class
discussions 3 key
choices for safety
people make:
physical protection
(coats, boots,
hardhats, etc.),
migration, and
community
formation.

("The students will

know")

("The students will

be able to")

("Guiding questions"
or "unit questions")

The students will

know:

Students will be
able to:

Why do we have to
make choices to keep
ourselves safe?

what choice, risk,

and safety mean.

identify some of the

choices they make
for safety and
explain them.

Children will draw a

scene in which the
characters are
making at least 5
choices for safety.
Students will
identify those
choices in an
accompanying
written piece.
Children will create
a superhero that has
a super power that
makes them
especially safe. The
power must make
the character safer,
and the child must
identify how that
power accomplishes
this goal.

people make choices

to keep themselves
safe.
people protect their
physical bodies with
coats, helmets,
hardhats, boots,
gloves, and other
barriers.
people move their
homes to avoid
danger and live in
places where they
can survive and
thrive.
people live in
community in order
to protect each
other.
they, too, make
choices to keep
themselves safe.
some choices about
safety are
restrictive.

create a fictional
situation (in pictures
and writing) in
which characters are
making choices to
be safe.
reason why certain
choices about safety
are better than
others (too
dangerous, too
cautious/ restricting,
or just right).

What kinds of
choices make us
safer? Less safe?
How?
Why do people make
different choices
about safety?
What choices about
safety do you (the
student) make at
home, in school, and
elsewhere?

Activities:

Observe a turtle and

connect its use of a
shell to human use
of helmets, coats,
hardhats, gloves,
etc.
Listen to a read
aloud of Fly,
Butterfly to
understand monarch
migration,
connecting monarch
migration to the
purposeful
migration of people.
Watch a video about
prairie dogs to
understand altruism
and community.
Design and present
a super-safesuperhero to the
class.