Grade 1
Program Scope and Sequence for Grade 1
Courses
English Language Arts
Grade 1 ELA Overview
First Nine Weeks
Overview
In Fundations Units 1-3, students will review all letter-keyword sounds for consonants and vowels and will practice reading and spelling three sound short vowel words. Students will learn about digraphs: wh, ch, sh, th, ck and the different spellings for the /k/ sound (c, k, and ck). Students will review the correct letter formation for lowercase letters and work on sentence dictation that includes capitalization, punctuation, and proofreading procedures. Students will retell stories in sequence that include story elements and details. Students will also begin their yearlong study of trick words, words that don’t follow normal spelling patterns.
The first Module of Wit and Wisdom introduces students to a world of books. Students will learn about the joy and the power that books bring to children everywhere. They will read several picture books, some based on actual events, that show how books transform character’s lives. In My Librarian Is a Camel, they discover the many ways that children around the world access books and the heroic efforts of those who dedicate their lives to sharing the joy of reading with everyone. Through these module texts, students experience the power of books for themselves, including the delight of visual art in Museum ABC and the enduring classic of Dr. Seuss’s Green Eggs and Ham. Module 1 will also develop students skills to execute narrative retellings and write their own personal narratives. Students will use sentence frames to help them construct complete sentences and sequence events.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 1-3
39 Lessons
RF.1.2: Print all upper- and lowercase letters legibly.
RF.1.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
RF.1.4: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.5: Read with sufficient accuracy and fluency to support comprehension.
Module 1:
A World of Books
32 Lessons
RL.1.1: Ask and answer questions about key details in a text.
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3: Describe characters, settings, and major events in a story, using key details.
RL.1.6: Identify who is telling the story at various points in a text.
RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
RL.1.10: With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
RI.1.1: Ask and answer questions about key details in a text.
RI.1.2: Identify the main topic and retell key details of a text.
RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5: Know and use various text features to locate key facts or information in a text
RI.1.7: Use the illustrations and details in a text to describe its key ideas.
RI.1.8: With guidance and support, identify the reasons an author gives to support ideas in a text.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic.
RI.1.10: With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.
W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide closure. a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal transition words to signal event order, and provide some sense of closure.
W.1.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.1: Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.4: Produce complete sentences to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Wit & Wisdom Family Welcome Letter (English)
Wit & Wisdom Family Welcome Letter (Spanish)
Wit & Wisdom Family Overview (English)
Wit & Wisdom Family Overview (Spanish)
Module 1 Family Tip Sheet (English)
Module 1 Family Tip Sheet (Spanish)
NCDPI ELA Parent Guide (English)
NCDPI ELA Parent Guide (Spanish)
Second Nine Weeks
Overview
In Fundations Units 4-7, students will learn to read and spell bonus spelling rule (ff, ll, ss, and sometimes zz), glued sounds: all, am, an, ang, ing, ong, ung, ank, ink, onk, unk. Sutdents will also learn about basewords and how and when to add suffix –s. Students will continue to practice reading fluently with accuracy.
In the second Module of Wit and Wisdom, students explore what people can learn by observing animals and why this knowledge is important. Through close readings of literary and informational texts, including fables and visual art, students discover diverse creature features, identify similarities and differences across species, and learn how naturalists observe animals’ bodies and behaviors. In Module 2 writing, students will build on what they have learned about informational texts and learn to write informative pieces with main topics and key details. They will study models to understand structure and use sentence frames to produce complete sentences with key details about a topic.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 4-7
45 Lessons
RF.1.2 Print all upper- and lowercase letters legibly.
RF.1.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
RF.1.4: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.5: Read with sufficient accuracy and fluency to support comprehension.
Module 2: Creature Features
36 Lessons
RL.1.1: Ask and answer questions about key details in a text.
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3: Describe characters, settings, and major events in a story, using key details.
RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
RL.1.10: With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
RI.1.1: Ask and answer questions about key details in a text.
RI.1.2: Identify the main topic and retell key details of a text.
RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5: Know and use various text features to locate key facts or information in a text
RI.1.7: Use the illustrations and details in a text to describe its key ideas.
RI.1.8: With guidance and support, identify the reasons an author gives to support ideas in a text.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic.
RI.1.10: With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.
W. 1.1: Write opinion pieces in which they produce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.
W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide closure. a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
W.1.5: Participate in shared research and writing projects.
W.1.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.1: Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.4: Produce complete sentences to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.
Third Nine Weeks
Overview
In Fundations Units 8-10, students will learn to read and spell consonant blends and digraph blends, words with four and five sounds, r-controlled sounds: ar, or, ir, er, ur. Students will also learn about closed syllable words with short vowels and the difference between closed and open syllables. Students will continue to practice reading fluently and with accuracy.
In the third Module of Wit and Wisdom, students investigate both scientific and social-emotional topics related to wind. They read an informational text to learn about how wind is created and conduct research on hurricane winds. They encounter another kind of power—emotions—in Aliki’s Feelings and use this new knowledge to explore how characters in literary texts respond to the wind’s invisible power. Finally, students learn about a real-life young inventor, William Kamkwamba, who builds windmills to combat drought in Malawi.
In Module 3 writing, students build on their narrative writing skills, focusing on narrative structure and using temporal, sensory, and “feelings” words in their writing. Students also practice gathering evidence from multiple sources as they complete a mini-research project about the wind.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 8-10
35 Lessons
RF.1.2: Print all upper- and lowercase letters legibly.
RF.1.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
RF.1.4: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.5: Read with sufficient accuracy and fluency to support comprehension.
Module 3: Powerful Forces
35 Lesson
RL.1.1: Ask and answer questions about key details in a text.
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3: Describe characters, settings, and major events in a story, using key details.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses,
RL.1.5: Know and use various text features to locate key facts or information in a text.
RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
RL.1.10: With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
RI.1.1: Ask and answer questions about key details in a text.
RI.1.2: Identify the main topic and retell key details of a text.
RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5: Know and use various text features to locate key facts or information in a text
RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.7: Use the illustrations and details in a text to describe its key ideas.
RI.1.8: With guidance and support, identify the reasons an author gives to support ideas in a text.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic.
RI.1.10: With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.
W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide closure. a. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened.
W.1.5: Participate in shared research and writing projects.
W.1.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.1: Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.1.4: Produce complete sentences to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Fourth Nine Weeks
Overview
In Fundations Units 11-14, students will learn to read and spell long vowel sounds, reading two syllable words with two closed syllables or closed and v-e syllables, words with suffixes: -s, -ing, -ed. Students will also learn the concept of syllables in multisyllabic words and syllable division rules. Students will continue to work on reading fluently and accurately.
In the fourth Unit of Wit and Wisdom, students read a diverse collection of Cinderella stories including Perrault’s well-known French version; the humorous Bigfoot Cinderrrrrella; and traditional tales from Korea, Mexico, the Caribbean, and the Algonquin tribe of North America. With each text, students explore the story’s narrative elements, study the character of Cinderella, and discover unique aspects as well as common threads among all Cinderella stories. Module 4 writing introduces opinion writing. Students learn to write opinion statements and provide reasons to support their opinions. They develop research skills as they complete a mini-research project about textile design, inspired by one of the module texts.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 11-14
45 lessons
RF.1.2: Print all upper- and lowercase letters legibly.
RF.1.3: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
RF.1.4: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.5: Read with sufficient accuracy and fluency to support comprehension.
Module 4: Cinderella Stories
35 Lessons
RL.1.1: Ask and answer questions about key details in a text.
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3: Describe characters, settings, and major events in a story, using key details.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
R.L 1.6: Identify who is telling the story at various points in a text.
RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
RL.1.10: With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.5: Know and use various text features to locate key facts or information in a text
RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic.
RI.1.10: With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.
W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide closure.
W.1.5: Participate in shared research and writing projects.
W.1.6: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL. 1.1: Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL. 1.4: Produce complete sentences to describe people, places, things and events with relevant details, expressing ideas and feelings clearly.
Mathematics
Grade 1 Math Overview
First Nine Weeks
Overview
In module 1, students organize data to make counting and comparing easier, and advance to apply counting on as a strategy for addition. Students compare equivalent ways to make the same total and reason about the meaning of the equal sign. In module 2, students notice relationships between addition and subtraction. Students are introduced to change unknown and comparison problem types, and they explore ways of finding an unknown part for the first time.
Unit
North Carolina Standards
Parent/Family Resources
Module 1
Counting, Comparison and Addition
25 lessons
NC.1.NBT.3 Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
NC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
NC.1.MD.4- Organize, represent, and interpret data with up to three categories. Ask and answer questions about the total number of data points. Ask and answer questions about how many in each category. Ask and answer questions about how many more or less are in one category than in another.
NC.1.OA.3- Apply the commutative and associative properties as strategies for solving addition problems.
NC.1.OA.6 Add and subtract, within 20, using strategies such as: • Counting on • Making ten • Decomposing a number leading to a ten • Using the relationship between addition and subtraction • Using a number line • Creating equivalent but simpler or known sums.
NC.1.OA.7 Apply understanding of the equal sign to determine if equations involving addition and subtraction are true
Module 2
Addition and Subtraction Relationships
23 lessons
NC.1.OA.1 Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving: • Add to/Take from-Change Unknown • Put Together/Take Apart-Addend Unknown • Compare-Difference Unknown
NC.1.OA.4 Solve an unknown-addend problem, within 20, by using addition strategies and/ or changing it to a subtraction problem.
NC.1.OA.7 Apply understanding of the equal sign to determine if equations involving addition and subtraction are true.
NC.1.OA.9 Demonstrate fluency with addition and subtraction within 10.
NC.1.MD.4 Organize, represent, and interpret data with up to three categories. • Ask and answer questions about the total number of data points. • Ask and answer questions about how many in each category. • Ask and answer questions about how many more or less are in one category than in another.
Second Nine Weeks
Overview
In module 3, use the unit of ten to make easier problems by decomposing addends and grouping them in any order. They intuitively apply the associative and commutative properties and then learn how they can use strategies such as counting on, making ten, taking from ten, subtracting to get to a ten, and relating operations to break down larger addition and subtraction problems.
Unit
North Carolina Standards
Parent/Family Resources
Module 3
Properties of Operations to make Easier Problems
26 lessons
NC.1.OA.2 Represent and solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number
NC.1.OA.3 Apply the commutative and associative properties as strategies for solving addition problems
NC.1.OA.6 Add and subtract, within 20, using strategies such as: • Counting on • Making ten • Decomposing a number leading to a ten • Using the relationship between addition and subtraction • Using a number line • Creating equivalent but simpler or known sums.
NC.1.NBT.1 Count to 150, starting at any number less than 150.
NC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Third Nine Weeks
Overview
In module 4, students explore units within the context of measurement. After comparing lengths indirectly, students iterate length units, such as centimeter cubes and 10-centimeter sticks, to describe and compare lengths. In module 5, students develop an understanding of the base ten system. They continue to advance their use of tens and ones as they compose and compare numbers. Students then make easier problems to add and subtract within 100.
Unit
North Carolina Standards
Parent/Family Resources
Module 4
Comparison and Composition of Length Measurement
14 lessons
NC.1.OA.1 Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving:
• Add to/Take from-Change Unknown
• Put together/Take Apart-Addend Unknown
• Compare-Difference Unknown
NC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. • Unitize by making a ten from a collection of ten ones. • Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. • Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.
NC.1.NBT.3 Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
NC.1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
NC.1.MD.2 Measure lengths with non-standard units.
• Express the length of an object as a whole number of non-standard length units.
• Measure by laying multiple copies of a shorter object (the length unit) end to end (iterating) with no gaps or overlaps
Module 5
Place Value Concepts to Compare, Add, and Subtract
25 lessons
NC.1.OA.7 Apply understanding of the equal sign to determine if equations involving addition and subtraction are true.
NC.1.NBT.1 Count to 150, starting at any number less than 150.
NC.1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
• Unitize by making a ten from a collection of ten ones.
• Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
• Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.
NC.1.NBT.3 Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
NC.1.NBT.4 Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations:
• A two-digit number and a one-digit number
• A two-digit number and a multiple of 10
NC.1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
NC.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90, explaining the reasoning, using:
• Concrete models and drawings
• Number lines
• Strategies based on place value
• Properties of operations
• The relationship between addition and subtraction
NC.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks
NC.1.MD.5 Identify quarters, dimes, and nickels and relate their values to pennies
Fourth Nine Weeks
Overview
In module 6 part 1 students reason about shapes and their attributes. They compose and decompose shapes, building an understanding of part–whole relationships, including fractions. In part 2, students advance place value understanding through 120, add within 100, and solve more complex word problem types.
Unit
North Carolina Standards
Parent/Family Resources
Module 6
Attributes of Shapes
Advancing Place Value, Addition, and Subtraction
31 lessons
NC.1.OA.1 Represent and solve addition and subtraction word problems, within 20, with unknowns, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem, when solving
NC.1.NBT.1 Count to 150, starting at any number less than 150.
NC.1.NBT.4 Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations: • A two-digit number and a one-digit number • A two-digit number and a multiple of 10
NC.1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks
NC.1.G.1 Distinguish between defining and non-defining attributes and create shapes with defining attributes by: • Building and drawing triangles, rectangles, squares, trapezoids, hexagons, circles. • Building cubes, rectangular prisms, cones, spheres, and cylinders.
NC.1.G.1 Distinguish between defining and non-defining attributes and create shapes with defining attributes
NC.1.G.3 Partition circles and rectangles into two and four equal shares
Science
Grade 1 Science Overview
Life Science
Overview
In Life Science, students will understand the basic needs of various plants and animals in different ecosystems and how these needs are met across different environments.
Unit
North Carolina Standards
Parent/Family Resources
Ecosystems – Interactions, Energy, and Dynamics
LS.1.1 Understand the basic needs of a variety of plants and animals in different ecosystems.
LS.1.1.1 Obtain, evaluate and communicate information to summarize the needs of different plants and animals.
LS.1.1.2 Analyze and interpret data to compare how the needs of plants and animals can be met in different environments.
Physical Science
Overview
In Physical Science, students will understand how forces affect an object's motion, using models and investigations to compare these effects.
Unit
North Carolina Standards
Parent/Family Resources
Motion and Stability – Forces and Interactions
PS.1.1 Understand how forces (pushes or pulls) affect the motion of an object.
PS.1.1.1 Use models to explain the effect of a push or pull on the motion of an object, with or without contact.
PS.1.1.2 Carry out investigations to compare the effects of a given force on the motion of an object.
Earth & Space Science
Overview
Unit
North Carolina Standards
Parent/Family Resources
Earth’s Place in the Universe
ESS.1.1 Recognize the features and patterns of the earth/moon/sun system as observed from Earth.
ESS.1.1.1 Use models to recognize differences in the features of the day and night sky and apparent movement of objects across the sky as observed from Earth.
ESS.1.1.2 Analyze and interpret data to recognize patterns of observable changes in the moon’s appearance from day to day.
Earth’s Systems
ESS.1.2 Understand the physical properties of Earth materials.
ESS.1.2.1 Obtain, evaluate and communicate information to summarize the physical properties of Earth materials, including rocks, minerals, soils, and water.
ESS.1.2.2 Carry out investigations to compare the properties of different soil samples from local places relating their capacity to retain water, provide nutrients, and support the growth of plants.
Earth and Human Activity
ESS.1.3 Understand that natural resources are important to humans.
ESS.1.3.1 Obtain, evaluate and communicate information to summarize ways in which humans use natural resources.
ESS.1.3.2 Engage in argument from evidence to explain ways that humans can protect natural resources in the environment.
Social Studies
Overview
In this course, students will examine people, places, and the environment through social studies strands of civics, inquiry, history, geography, and economics.
Unit
North Carolina Standards
Parent/Family Resources
Civics and Government
First Nine Weeks
1.C&G.1 Understand how people engage with and participate in the community.
Geography and Behavioral Sciences
Second Nine Weeks
1.G.1.2 Exemplify how geographic features are represented by symbols on maps or digital representations.
History
Third Nine Weeks
1.H.1 Understand how people and events have changed society over time.
Economics
Fourth Nine Weeks
1.E.1 Understand the role of basic economic concepts in the decisions people make.
Health and PE
Grade 1 Health and PE Overview
Healthful Living
Overview
The Healthful Living Education (K-12 Health and Physical Education) promotes behaviors that contribute to a healthy lifestyle and improved quality of life for all students. The Healthful Living curriculum supports and reinforces the goals and objectives of its two major components health and physical education. When fully integrated, the NHCS Health and Physical Education curriculum not only empowers students to lead an active and healthy lifestyle but also instills positive and encouraging attitudes towards physical activity and lifelong fitness.
Unit
North Carolina Standards
Clarifying Objectives
1st GRADE Mental and Emotional Health (MEH)
1.MEH.1 Understand the relationships among healthy expression of emotions, mental health, and healthy behavior.
1.MEH.1.1 Use effective communication to express and cope with emotions.
1.MEH.1.2 Use methods of positive coping with disappointment and failure.
1.MEH.1.3 Classify stressors as eustress or distress.
1st GRADE Personal and Consumer Health (PCH)
1.PCH.1 Apply measures for cleanliness and disease prevention.
1.PCH.2 Understand wellness, disease prevention, and recognition of symptoms.
1.PCH.3 Understand necessary steps to prevent and respond to unintentional injury.
1.PCH.1.1 Recognize that germs produce illness and can be spread from one person to another.
1.PCH.1.2 Use measures for preventing the spread of germs.
1.PCH.2.1 Illustrate symptoms of sickness and measures for getting well.
1.PCH.2.2 Summarize the transition between primary and permanent teeth and steps for seeking help for dental problems.
1.PCH.3.1 Identify safety hazards in the home and injury prevention strategies.
1.PCH.3.2 Identify items that can cause burns, strategies to prevent fire and burn injury.
1.PCH.3.3 Execute the Stop, Drop, and Roll response.
1.PCH.3.4 Execute an emergency phone call.
1st GRADE Interpersonal Communication and Relationships (ICR)
1.ICR.1 Understand healthy and effective interpersonal communication and relationships.
1.ICR.1.1 Explain the importance of demonstrating respect for the personal space and boundaries of others.
1.ICR.1.2 Explain the value of having a diversity of students in the classroom.
1.ICR.1.3 Contrast tattling with reporting aggression, bullying, and violent behavior.
1.ICR.1.4 Contrast appropriate and inappropriate touch.
1.ICR.1.5 Illustrate how to seek adult assistance for inappropriate touch.
1st GRADE Nutrition and Physical Activity (NPA)
1.NPA.1 Understand My Plate as a tool for selecting nutritious foods.
1.NPA.2 Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation.
1.NPA.3 Remember fitness concepts to enhance quality of life.
1.NPA.1.1 Select a variety of foods based on My Plate.
1.NPA.1.2 Contrast more nutrient dense foods from those that are less nutrient dense.
1.NPA.2.1 Classify the sources of a variety of foods.
1.NPA.2.2 Select healthy alternatives to foods and beverages that are high in sugar.
1.NPA.3.1 Recognize the benefits of physical activity.
1.NPA.3.2 Recall fitness and recreation activities that can be used during out of school hours.
1st GRADE Alcohol, Tobacco, and Other Drugs (ATOD)
1.ATOD.1 Understand how to use household products and medicines safely.
1.ATOD.1.1 Recognize the harmful effects of medicine when used incorrectly.
1.ATOD.1.2 Recognize how to behave safely with medicines and household cleaners.
1.ATOD.1.3 Classify products as harmful or safe.
1.ATOD.1.4 Summarize strategies for reporting harmful substances.
Physical Education
Overview
The Healthful Living Education (K-12 Health and Physical Education) promotes behaviors that contribute to a healthy lifestyle and improved quality of life for all students. The Healthful Living curriculum supports and reinforces the goals and objectives of its two major components health and physical education. When fully integrated, the NHCS Health and Physical Education curriculum not only empowers students to lead an active and healthy lifestyle but also instills positive and encouraging attitudes towards physical activity and lifelong fitness.
Unit
North Carolina Standards
Clarifying Objectives
1st GRADE Motor Skills (MS)
Apply competent motor skills and movement patterns needed to perform a variety of physical activities.
PE.K.MS.1.1 Execute recognizable forms of the basic locomotor skills.
PE.K.MS.1.2 Use recognizable forms of the basic manipulative skills.
PE.K.MS.1.3 Create transitions between sequential locomotor skills.
PE.K.MS.1.4 Use non-locomotor and locomotor skills in response to even and uneven rhythms in order to integrate beat awareness.
1st GRADE Movement Concepts (MC)
Understand concepts, principles, strategies, and tactics that apply to the learning and performance of movement.
PE.1.MC.2.1 Use movement and manipulative skills involving equipment.
PE.1.MC.2.2 Illustrate two or more of the essential elements of correct form for the five fundamental manipulative skills.
PE.1.MC.2.3 Understand how to use teacher and peer feedback to improve basic motor performance.
PE.1.MC.2.4 Illustrate activities that increase heart rate and make muscles strong.
1st GRADE Health-Related Fitness (HF)
Understand the importance of achieving and maintaining a health enhancing level of physical fitness.
PE.K.HF.3.1 Recognize one or more of the five health-related fitness assessments and the associated exercises.
PE.K.HF.3.2 Identify opportunities for increased physical activity.
PE.K.HF.3.3 Select moderate-to-vigorous physical activity (MVPA) and sustain for periods of accumulated time.
1st GRADE Personal/Social Responsibility (PR)
Use behavioral strategies that are responsible and enhance respect of self and others and value activity.
PE.1.PR.4.1 Use basic strategies and concepts for working cooperatively in group settings.
PE.1.PR.4.2 Understand how social interaction can make activities more enjoyable.
PE.1.PR.4.3 Use safe practices when engaging in physical education activities.