1. The document outlines a teaching unit for 1st grade students focused on understanding their community and roles within it. 2. Overarching goals include understanding themselves as unique individuals within social organizations, recognizing their national identity and cultural diversity. 3. Key topics covered include wants and needs, community helpers and their roles, diversity, and rules within communities. A variety of activities and assessments are used to help students meet the unit's understanding goals.

1. TEACHING FOR UNDERSTANDING 1 TERM UNIT 2018
AREA: Humanities SUBJECT: Social Studies TEACHER: Patricia Sánchez, Estefanía Badel, Jenny Patricia Talero GRADE: 1ABCD. TERM: I
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES):
I see myself as a unique human being, part of different social organizations needed for my community well-being and enrolment. I also recognize my
country, national identity, geography and the cultural diversity.
UNDERSTANDING GOALS:
1. Whydomywantsand needshelpmetohave aspecial roleinacommunity?
(Purpose and communicative)
2. What professions and Community Helpers contribute to the community
progress? (content)
3. Why is it importantto have good relationswithmycommunitymembers?
(Purpose and communicative)
TOPICS:
1. Wants and needs.
2. We are all different
3. What I am goingto be whenI growup
4. I participate inmyCommunity.
5. Communitymembers(Teacher,doctor,driver,chef,firefighter,
police,cleaner,etc.)
6. Community members’ roles.
7. Plea´sreadingworksheetapplication.
TOPIC 1
Me and my community.
STAGE HOUR GOAL
PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT
E 5 1
COGNITIVE,INTERPERSONAL COMPETENCE
1. Identificationof needsand wants.
Before the video ask the students to give a definition about the
conceptsthenshowthe students ashortvideoaboutthe difference
between needs and wants. Then, they classify and use the
vocabulary related to wants and needs in his/her notebook.
1.1. Classifies needsfromwantsusingthe imagesfrom
the worksheet.
1.2. Expresses orallyand in a written way his/her own
wants and needs.

2. 1, 2
Online Resource:
https://www.youtube.com/watch?v=QnGdINoo5eE Ask and
answertohis/herclassmatesthe questions whatdo youwant? And
what do you need? Using the vocabulary worked in class.
PROCEDIMENTALCOMPETENCE
2. Realize the diversity between people in a community.
The students watch a video about physical differences between
people, as a group all students describe two images given, then in
pairs they are going to describe themselves and each other in a
written way. In groups they are going to play “guess who”, where
theyare going to describe one memberwhile the restof the group
is going to guess. Online Resource for class:
https://www.youtube.com/watch?v=0PnV8RbL6Wo
Online Resource to reinforce:
https://www.youtube.com/watch?v=LrPm7BasRBo
INTERPERSONAL COMPETENCE
3. Determines possible professions for his/her future having in
mind his/her abilities and likes.
The students describe the abilities required to be part of different
professions shown by the teacher. If they don’t give qualities as
abilitieshelpthemto builda profile andthe importance of each of
them in society. In their notebooks they are going to write their
qualitiesandpossible professionsforthem,thenpresentitto their
classmates.
1.3. Usesde vocabularylearnttoanswerthe questions
what do you want? And what do you need?
1.4. Answers correctly the questions asked by the
teacher making use of the vocabulary
2.1. Identifies characteristics that make us unique
using physical descriptive vocabulary.
2.2. Distinguishes specific characteristics from one
person to another.
3.1. Presentstotheirpartnerswhattheywantto be
whentheygrowup andhow itwill helptothe
community.
G 7 2, 3
INTERPERSONAL, PROCEDIMENTALCOMPETENCE
1. Recognize the importance to have good relationships with
his/her community members.
Identify his/her main communities: family and school.
Show picturesrelatedtofamilymembers,the studentsmustbe able
to recognize the written name of each of the members through
games(repeating,spelling,matching,etc.) Askthemtodefine what
a community is once they have divided the concepts of their main
communities. Online Renforcement: Video:
https://www.youtube.com/watch?v=ii_LtHrEiao
1.1. Uses the vocabulary related to each community.
1.2. Gives a definition of the concept community.
1.3. Identifies family members by matching their
names properly.

3. Game: http://www.english-time.eu/hry/family-
tree.php?zpet=teacher
COGNITIVE COMPETENCE
2. Creation of rules of each community.
The groupis dividedintwo,eachgroupis goingto discussthe rules
at home and at school.Theyare goingto presentonof themto the
others. Ina worksheettheyare goingtoorganize the rules shared.
Using their exercise the students will talk about the importance of
rules in each community. Then write their conclusions.
2.1. Classifies therulesathome and therulesatschool.
2.2. Answersthe question why arerulesimportant?In
a short text.
S 2 3
PROCEDIMENTAL INTERPERSONAL AND COGNITIVE COMPETENCE
1. Settle differences and similarities between their community
members.
Creation of “My rules book” in which students write some of the
rules they have to follow in each one of the communities they
belong to. Then they are going to choose six rules for each one of
the communities(threeforfamily –three forschool),write themin
English,paste ordrawa picture relatedtoeachone and presentthe
final work to their partners.
1.1. Recognizes the different rules depending where
they are.
1.2. Talks about rules in the communities they belong
to, using the concepts and vocabulary worked in
class.
1.3. Respects the opinion of his classmates
TOPIC 2
ONE COMMUNITY, MANY VOICES!
E 3
INTRAPERSONAL AND COGNITIVE COMPETENCE
1. Recognize the functions of community helpers’ jobs.
Studentsare goingto brainstormthe differentprofessionsfoundin
the school.Thentheyare goingtoexplainthe importance of eachof
them.Howdo theyhelpthe community? Compare theirfunctions.
1.1. Classifies in a chart the community helpers’ jobs.
1.2. Follows the guidelines given by the teacher
G 15 2,3
INTRAPERSONAL AND COGNITIVE COMPETENCE
1. Recognize the importance of each helper in the community.
Description of the community helper’s functions through some
cutouts.Teacherbringstothe classsome cutoutsof the community
helpers and the corresponding functions. Students choose the
functionthatbelongtoeachcommunityhelper,color, cutandpaste
1.1. Relates community helpers with the
corresponding function
1.2. Talks about functions of the community helpers
and explains how they contribute to the community
progress.

4. them on the notebooks. Online Resource:
Game:https://www.education.com/game/community-helpers-
quiz/
1.3. Uses meta-cognitive strategies to understand a
reading and extract important elements from it.
S 3
AND COGNITIVE COMPETENCE
1. Explain the community helpers close to them.
Presenthis/herparent’sprofession; wearan outfitof oneof his/her
parents profession then make a presentation that describes the
function of the profession include how it helps to the community,
Its advantages and disadvantages when people work on it and the
important rules in that job.
1.1. Represents one community helper in a
presentation.
1.2. Uses the vocabulary required to describe the
functions and characteristics of the profession
represented.
TOTAL 35
TERM PERFORMANCES:
RUBRIC
EXCELLENT HIGH BASIC LOW
The student applies the concepts
worked during the term to describe
thoroughly the elements that
contribute to the community
progress,howthe communityhelpers
contribute to it and why good
relations are important betweenthe
members of a community.
The student describes, with
detail the elements that
contribute tothe community
progress, how the
community helpers
contribute to it and why
good relationsare important
between the members of a
community.
The student mentions some
characteristics of the
elements that contribute to
the communityprogress,how
the community helpers
contribute toit and whygood
relations are important
between the members of a
community.
The student has difficulties to recognize the
elements that contribute to the community
progress,howthe communityhelperscontribute to
it and why good relations are important between
the members of a community.

5. Performance rubric
CRITERIA LEVELS
CRITERIA
LEVELS
Superior High Basic Low
Oral presentations
(Synthesis stage)
The student always uses the
target language to talk about
the different topics worked in
class.
The student uses very often
the target language to talk
about the different topics
worked in class.
The student sometimes uses
the target language to talk
about the different topics
worked in class.
The student rarely uses the
target language to talk about
the different topics worked in
class.
Written activities
The studentworksinan
excellentwaythe activities
inand out of the class,
usingthe targetlanguage,
showsresponsibilityfor
givingcompromisesand
homeworkinthe assigned
time,andworks show
qualityandeffort.
The student does the
activities inside and outside
the class, using the target
language and showing
responsibility and tries to
give the works on time.
The student solves the
activities in and out the
class; gives the works, but
sometimes after the
established date.
The student works in class
but needs more effort in the
activities done. He/she must
pay more attention to the
instructions and dates for
work’s presentation.

6. Superior High Basic Low
Preparation and Presentation
The student always willing
and focused during group
work and presentation.
The student usually willing
and focused during group
work and presentation.
The student sometimes
willing and focused during
group work and
presentation.
The student rarely willing
and focused during group
work and presentation.
Use of Non-Verbal Cues
(voice, gestures, costumes)
The studentusesimpressive
varietyof non-verbalcuesin
an exemplary way.
The student uses good
variety of non-verbal cues in
a competent way.
The student uses
satisfactory variety of non-
verbal cuesinan acceptable
way.
The studentused limited
varietyof non-verbal cues
ina developingway.
Use of language
The studenttalksaboutthe
differentfestivalsworked,
explainingrepresentative
characters,food,musicand
instruments,withno
assistance fromthe
teacher.
The student talks about
some festivals worked,
explaining representative
characters, food, music and
instruments with minimal
assistance fromthe teacher.
The studenttalksaboutfew
festivalsworked,explaining
representative characters,
food,musicand
instrumentswithcontinued
assistance fromthe
teacher.
The studenthas difficulties
to expresshim/herselfor
answersome questions
usingthe vocabulary
studiedduringthe term.