Subject: Social Studies 1
Outcome: IN1.1 Describe the diversity of traditions, celebrations, or stories of individuals in the
classroom and school.
Beginning – 1
I need help.
I can explain my family’s
different traditions, celebrations
and stories, but need support to
understand my classmates’
traditions.
Approaching – 2
I have a basic
understanding.
I can identify the similarities in
traditions, celebrations and
stories within our classroom,
family and school.
Proficiency – 3
My work consistently
meets expectations.
I can describe the similarities and
differences between the cultures
in our classroom, family and
school.
Mastery – 4
I have a deeper
understanding.
I can use my understanding of
cultural diversity to explore
common cultural traits within
our classroom, school and
families.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Generate questions about family traditions and celebrations.
Describe behaviours, actions, or activities that are part of students’ family traditions or celebrations.
Gather information regarding traditions, celebrations, or stories of others by identifying and accessing various resources.
Re-tell stories about traditions and celebrations of members of the classroom.
Refer to Saskatchewan Guide Social Studies 1
Subject: Social Studies 1
Outcome: IN1.2 Discuss cultural diversity in the family and classroom, including exploration of
similarities and differences.
Beginning – 1
I need help.
I can recognize the cultural
diversity of my family but need
support to explore the
similarities and differences
among my classroom.
Approaching – 2
I have a basic
understanding.
I can recognize similarities
between the cultures in my
family and classroom.
Proficiency – 3
My work consistently
meets expectations.
I can discuss the similarities and
differences between the cultures
in my family and classroom.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Describe positive attributes of the individual students’ families.
Recognize that families are varied and diverse.
Explore the diversity of ways of life for families.
Identify ways in which families are similar and ways in which families are different.
Explore attributes common to cultural groups represented within the classroom and school.
Refer to Saskatchewan Guide Social Studies 1
Mastery – 4
I have a deeper
understanding.
I can use my understanding of
cultural diversity to explore
common cultural traits within
our classroom, school and
families.
Subject: Social Studies 1
Outcome: IN1.3 Assess ways in which relationships help to meet human needs.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
With assistance I can identify the
different human needs.
I can identify the different human
needs and the different groups
we belong to.
I can assess the ways in which
groups and family members help
us meet out needs.
Mastery – 4
I have a deeper
understanding.
I can explain the ways in which
partnerships and memberships
are like family relationships in
supporting and meeting human
needs.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Identify human needs.
Identify the groups to which individuals belong, and the needs met by membership within a group.
Compare how various groups, including family, classmates, friends, and significant adults within students’ lives, contribute to
meeting needs.
Illustrate relationships that could meet needs in a fashion similar to a family relationship.
Refer to Saskatchewan Guide Social Studies 1
Subject: Social Studies 1
Outcome: DR1.1 Relate family events and stories of the recent or distant past to the student’s place
in present day family life.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can share
family stories using comparisons
and connecting them to my place
in the family and the past.
I can recount general family
stories and events and relate
them to my place in my family
Proficiency – 3
My work consistently meets
expectations.
I can relate family stories using
comparisons and connecting
them to my place in the family
and the past.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Share my family’s traditions and celebrations and connecting them to the past.
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Tell why these traditions and celebrations are important.
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Show how my family has changed through out my life.
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Share events and stories in order using comparisons.
Refer to Saskatchewan Guide Social Studies Grade 1
Mastery – 4
I have a deeper understanding.
I can use the stories from my own
family to make comparisons to
other family’s stories and events.
Subject: Social Studies
Outcome: DR1.2 Describe kinship patterns of the past and present and describe according to
traditional teachings.
Beginning – 1
I need help.
I can tell stories of my family and
with assistance I can explain how
these relationships have changed
over time and are connected to
traditional teachings.
Approaching – 2
I have a basic
understanding.
I recognize that there are
different kinds of families and
that they change over time.
Proficiency – 3
My work consistently
meets expectations.
Mastery – 4
I have a deeper
understanding.
I recognize and can describe the
I can use traditional teachings to
different kinds of family
discover the family patterns and
relationships that exist, how they within the classroom and beyond.
change over time. I know that
traditional teachings can describe
these stages of life.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Retell family stories that identify how family structures have changed over time.
Recognize the stages of life, and that some cultures associate the stages with the teachings of the Medicine Wheel.
Describe the functions served by various family relationships by comparing family and kinship structures within the
classroom.
Identify people who are connected to the basic family group through hereditary or cultural family relationships.
Refer to Saskatchewan Guide Social Studies 1
Subject: Social Studies 1
Outcome: DR1.3 Demonstrate awareness of humans’ reliance on the natural environment to meet
needs, and how location affects families in meeting needs and wants.
Beginning – 1
I need help.
With support I recognize that our
food does not come from the
store but comes from the natural
environment.
Approaching – 2
I have a basic
understanding.
I understand that we depend on
the natural world to meet our
needs.
Proficiency – 3
My work consistently
meets expectations.
Mastery – 4
I have a deeper
understanding.
I demonstrate my knowledge of
our dependence on the natural
environment to meet our needs.
I know where we live affects our
ability to meet our needs and
wants.
My knowledge of our dependence
on the natural environment
extends to understanding how
that dependence affects the
natural environment and the
need to care for it.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Identify sources of food common in students’ meals.
Investigate the process of getting food from source to students’ tables.
Trace the geographic origins of food products consumed by students.
Explain the contribution of the natural environment to the satisfaction of basic human needs.
Retell stories that explore the relationship between humans and nature.
Identify ways in which use of resources to meet needs and wants of individuals affects the natural environment, and
recognize individual and group responsibility towards responsible stewardship of the natural environment.
Refer to Saskatchewan Guide Social Studies 1
Subject: Social Studies 1
Outcome: DR1.4 Recognize globes and maps as representations of the surface of the Earth, and
distinguish between land and water masses on globes and maps.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I understand globes and maps
respresent the surface of the
Earth. I can identify the land and
water masses on globes and
maps.
I have a deeper understanding.
With assistance I can use globes
and maps to identify land and
water masses.
I know that globes and maps
show what the Earth looks like. I
can identify the difference
between land and water on
globes and maps.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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List other models used to represent real things.
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Identify specific characteristics of the earth on a map or globe.
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Use a map to show the location of places found in our classroom and school.
Refer to Saskatchewan Guide Grade 1 Social Studies
I can identify how globes and
maps represent the Earth. I can
extend my knowledge of land
and water masses to specific sites
on the globe or map.
Subject: Social Studies 1
Outcome: DR1.5 Identify and represent the orientation in space (where) and time (when) of
significant places and events in the lives of students.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
Mastery – 4
I have a deeper
understanding.
With assistance I can identify and
represent where I live and other
places in my community and
province.
I can identify and represent the
community I live in and the
location of different places in my
community.
I can identify and represent
where I live in my community,
province and country. I know the
location of others in my
community and can use maps to
show that information.
My understanding of location
goes beyond my community and
province to other places in
Canada and the world.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Identify Saskatchewan as our province and Canada as our country, and give examples of other provinces and other
countries.
Locate Canada, and the relative location of Saskatchewan, on a globe.
Locate Saskatchewan and the relative location of the community of the school on a map of Canada.
State the address or describe the relative location of students’ homes in the community.
Use relative terms to describe location.
Use relative times to describe events in relation to students’ lives.
Describe the relative location of places in the classroom and school neighbourhood.
Construct and use maps to represent familiar places, such as the location of the student’s desk, part of the classroom or
playground, incorporating the cardinal directions.
Refer to Saskatchewan Guide Social Studies 1
Subject: Social Studies 1
Outcome: RW1.1 Describe the influence of physical, spiritual, emotional, and intellectual needs and
wants on personal well-being.
Beginning – 1
I need help.
Approaching – 2
I have a basic
understanding.
With assistance I can identify the I can identify the physical,
physical, spiritual, emotional, and spiritual, emotional, and
intellectual needs and wants.
intellectual needs and wants.
Proficiency – 3
My work consistently
meets expectations.
Mastery – 4
I have a deeper
understanding.
I can describe the influence of
physical, spiritual, emotional, and
intellectual needs and wants on
personal well-being and share
ways in which people meet their
needs and wants.
I can examine the influence of
physical, spiritual, emotional, and
intellectual needs and wants on
personal well-being, and
compare it to that of others.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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Review the difference between needs and wants.
Illustrate ways in which other people’s needs may be different from one’s own.
Share oral stories or traditional narratives on the theme of meeting various types of needs and wants.
Represent various ways in which families meet their physical, spiritual, emotional, and intellectual needs and wants.
Explain how First Nations people engage traditional teachings in meeting needs and wants.
Identify ways in which respecting others’ needs and wants helps classrooms and homes function effectively.
Refer to Saskatchewan Guide Social Studies 1
Subject: Social Studies 1
Outcome: RW1.2 Discuss ways in which work may be managed and distributed in families, schools,
and groups.
Beginning – 1
I need help.
With support I can identify ways
in which work may be managed
and distributed in families,
schools, and groups.
Approaching – 2
I have a basic
understanding.
Proficiency – 3
My work consistently
meets expectations.
I can identify ways in which work I can discuss ways work is
is managed in families, schools,
managed and distributed in
and groups.
families, school and groups.
Mastery – 4
I have a deeper
understanding.
I can analyze ways in which work
may be managed and distributed
in families, schools, and groups.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.
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List a variety of types of paid and unpaid work, and identify those people who undertake this work.
Identify various domestic tasks that might contribute to operating and maintaining a home, and identify individuals who take primary
responsibility for those tasks in students’ families.
Suggest ways in which tasks may be shared in families.
Identify those tasks necessary for the operation and maintenance of the classroom and school, and identify the individuals who take primary
responsibility for those tasks in the school.
Describe ways in which students can contribute to the operation of the home and classroom.
Refer to Saskatchewan Guide Social Studies 1