This resource accompanies our Rethink 1st Grade Social Studies Geography unit. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.

This resource accompanies our Rethink 1st Grade Social Studies History unit. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.

This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 1st Grade Social Studies in Behavioral Sciences.

This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 1st Grade Social Studies in Civics & Government.

This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 1st Grade Social Studies for Economics.

This unit was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 1st Grade Social Studies for Geography.

This unit was created by the Rethink Education Content Development Team. This unit is aligned to the NC Standards for 1st Grade Social Studies for History.

Students will create a water bottle sieve using soil that they have brought from home to find out which soil retains water the best.

This is a virtual classroom that I used for remote learning this year.  My students were able to access everything they needed in one student-friendly location.

In this engaging lesson titled "Wolf Watchers: Crafting an Alarm to Keep Sheep Safe!", inspired by "The Boy Who Cried Wolf" from CKLA Knowledge, students delve into the concept of creating an alarm system to protect sheep from approaching wolves. The activity centers around designing an innovative alarm system that alerts villagers when a wolf is near.

Students will work in groups to create a Keva Plank bridge that spans an 8.5 inch “river” (sheet of paper). The bridge needs to span the river (touch in the middle) and can have no blocks touching any water. Students will record data on how many blocks they plan to use + how many they actually use in their attempts, as well as the most and least used in the class. Students will also reflect on group designs as well as how to improve their own work.

This activity is designed to help students take the research they have complete on an animal and apply what they have learned to power the Ozobot through the animal habitat. 

This unit of instruction is focused on the introduction of a precise definition of functions as students transition to the more formalized study of algebra. This task asks students to analyze graphs of functions and interpret rates of change, intersections, and points on the curves of different functions.

This resource contains a list of questions for students to answer in argumentative or persuasive essays.

In this activity, students examine an advertisement from 1847 and answer a series of questions. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.

This is a supplemental map that charts the hunger percentages around the world. The map could be used while discussing the societal issues that surround world hunger for world food day.

Students can answer questions to see how their political beliefs match their political parties and candidates.

In this activity, students determine their own eyesight and calculate what a good average eyesight value for the class would be. Students learn about technologies to enhance eyesight and how engineers play an important role in the development of these technologies.