Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides basic information teachers will require in order to implement the Social Studies K to 7 curriculum. The information contained in this IRP is also available via the Ministry web site: http://www.bced.gov.bc.ca/irp/irp.htm . The following paragraphs provide brief descriptions about each section of the IRP.

The Introduction

The Introduction provides general information about Social Studies K to 7, including special features and requirements. It also provides a rationale for teaching Social Studies K to 7 in BC schools.

Social Studies K to 7 Curriculum

The provincially prescribed curriculum for Social Studies K to 7 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

• provincially prescribed learning outcome statements
• suggested instructional strategies for achieving the outcomes
• suggested assessment strategies for determining how well students are achieving the outcomes
• provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete the stem: "It is expected that students will . . . . ". Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed learning outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education according to a stringent set of criteria. These resources are organized as Grade Collections. A Grade Collection is the format used to organize the provincially recommended learning resources by grade and by curriculum organizer. It can be regarded as a "starter set" of basic resources to deliver the curriculum. These resources are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific
local needs.

The recommended resources listed in the main body (fourth column) of this IRP are those that either present comprehensive coverage of the learning outcomes of the particular curriculum organizer or provide unique support to specific topics. Further information about these recommended learning resources is found in Appendix B.

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher.

• Appendix A lists the curriculum organizers and the prescribed learning outcomes for each grade for the curriculum.
• Appendix B consists of general information on learning resources as well as Grade Collection organizational charts and annotations for the provincially recommended resources. New resources are evaluated and added to the Grade Collections on a regular basis.
• Appendix C contains assistance for teachers regarding provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluations.
• Appendix D acknowledges the many people and organizations that have been involved in the development of this IRP.

Explanation of Section		Curriculum Sub-Organizer as seen on the World Wide Web
Grade and Curriculum Organizer		Grade K to 1 - Environment
Prescribed Learning Outcomes		PRESCRIBED LEARNING OUTCOMES It is expected that students will: use picture maps to identify home and school within the community demonstrate awareness of natural and human-built environments describe how they interact with different environments practise responsible behaviour in caring for their immediate environment
Suggested Instructional Strategies		SUGGESTED INSTRUCTIONAL STRATEGIES By observing natural and human-built environments within their community, students begin to understand how the environment affects them and how they affect the environment. Ask students to identify natural and human-built landmarks that help them find their way between home and school. Then have them each create or compile a series of pictures representing their routes. Discuss the language of sequence: first, next, after that. Have students represent what they see when looking down (birdıs-eye view) on several objects on their desks. Place a variety of elements from the natural environment (e.g., grass, water, gravel, leaves, sand) in separate boxes. Ask students to reach in without looking and describe what they feel. Have them create dioramas or visuals illustrating a natural environment that uses at least three of the elements. Have students, with school buddies, observe a specific area within the school field, a forest, a playground, or another local environment. Use a hoop or string to mark the environment and challenge students to observe by looking and feeling for an extended period of time. Record their findings. Provide opportunities for students to share and compare their observations. Conduct field trips (e.g., to a pond, garden, fish hatchery) to provide students with first-hand information and experiences in natural and human-built environments. At classroom centres, ask students to use various materials (e.g., sand, water, blocks, recycled objects) to represent in model form what they have learned about the environments they visit. Challenge students to plan a course of action that leads to an improvement in the school environment (e.g., garbage recycling, more art on the walls).
Suggested Assessment Strategies		SUGGESTED ASSESSMENT STRATEGIES As students work on making models, maps, and pictures, hold individual conferences to encourage them to think about their learning. Take students for a walk around the school grounds. When they return to the classroom, have them identify all the things they noticed as they walked around. Ask students to each choose one object they saw and draw it. Then have students cut out their pictures and place them in the correct location on a large wall map showing the outline of the school. Check that they can use appropriate language to describe the locations of their objects (e.g., near, beside, in front of, behind). Show students photos depicting a variety of outdoor environments and ask each to choose a photo. Give them paper that is divided into four boxes. Ask them to illustrate the following: clothing that might be suitable a play activity suitable for this environment shelter that might be appropriate a possible occupation Look for evidence that the illustrations depict appropriate items and activities for the environments. After a field trip to a natural environment and another to a human-built one, use a Venn diagram to record studentsı observations of similarities and differences. Ask older students to cut out magazine pictures of natural and human-built environments. Have the younger students sort and classify the pictures into either "human-built" or "natural" environments. Note the extent to which students are able to classify the pictures and explain the factors that influenced their choice of classifications. As students plan a course of action to improve the school environment, note evidence that they are able to: suggest suitable ideas to improve the classroom environment make appropriate choices share their ideas with others
Recommended Learning Resources		RECOMMENDED LEARNING RESOURCES Print Material Homes Around the World Multimedia Our Wonderful World
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