Ontario · Grade 1
Social Studies, Grade 1
Ontario’s Grade 1 social studies course, from Heritage and Identity: My Family and Me to People and Environment: The Local Community.
- Units
- 2
- Lessons
- 4
- Skills
- 21
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 10 skills
Heritage and Identity: My Family and Me
Roles, Relationships, and Responsibilities Change
How and why roles and relationships change
I can describe how and why my roles, relationships, and responsibilities change.
Official code: A1.1
Significant events change our lives
I can describe how a big event changed my roles or responsibilities.
Official code: A1.2
Comparing our lives with others
I can compare important events in my life with those in my friends' lives.
Official code: A1.3
How people affect each other
I can describe how people affect each other and how it feels.
Official code: A1.4
Reclaiming and revitalizing identity
I can identify ways First Nations, Métis, and Inuit communities reclaim and revitalize their identity.
Official code: A1.5
My Roles, and the People and Places in My Life
My own roles and responsibilities
I can describe my own roles, relationships, and responsibilities.
Official code: A3.1
Significant people, places, and things
I can identify important people, places, and things in my life and their role.
Official code: A3.2
Putting my life in order
I can put events from my life in order from first to last.
Official code: A3.3
Positive and inclusive actions
I can identify positive and inclusive actions I can practise.
Official code: A3.4
Respecting people and the environment
I can show why it is important to treat people and the environment with respect.
Official code: A3.5
The official wording · 10 outcomes
- A1.1
- describe how and why a person’s roles, relationships, and responsibilities, in relation to others and to the environment, may change in different places or situations and at different times
- A1.2
- describe how some significant events in their lives led to changes in their roles, relationships, and/or responsibilities
- A1.3
- compare some of the significant events in their own lives and/or the lives of their family members with those in the lives of their peers
- A1.4
- describe the impact that people can have on each other in some different situations and some of the ways in which interactions between people can affect a person’s sense of self
- A1.5
- identify some of the ways in which First Nations, Métis, and Inuit individuals and communities are reclaiming and revitalizing aspects of their identity and the role that these aspects play in their sense of self
- A3.1
- describe some of their own roles, relationships, and responsibilities
- A3.2
- identify some of the significant people, places, and things in their life, including their life in the community and describe their purpose or the role they have
- A3.3
- demonstrate an understanding of simple chronology by identifying and organizing chronologically some significant events related to their personal experience
- A3.4
- identify some elements of positive and inclusive behaviour and actions that they can practise in their everyday life and/or that other people practise
- A3.5
- demonstrate an understanding that it is important to treat other people and the environment with respect
Key ideas
A role is what you are in a situation (student, friend, family member), and it can change from place to place.
You have many roles at once — student, friend, family member, community member.
Roles, relationships, and responsibilities change over time and in different situations.
Each role comes with relationships and responsibilities.
A significant event is something important that changes your life, like a new sibling or starting school.
Watch out for
- Thinking your role is the same everywhere and always.
- Thinking you only have one role.
- Not seeing WHY a role changes, only that it does.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 11 skills
People and Environment: The Local Community
People, Services, and the Community
Meeting needs in the community
I can describe how people use the environment and services to meet their needs.
Official code: B1.1
Services and the people who provide them
I can identify community services and the people who provide them, and how they meet needs.
Official code: B1.2
A plan to care for my community
I can make a plan to care responsibly for my local environment.
Official code: B1.3
My Community's Features and Maps
The territory our school is on
I can identify the traditional Indigenous and treaty territory our school is on.
Official code: B3.1
Natural and built features
I can identify natural and built features of my community.
Official code: B3.2
Different areas in my community
I can identify different areas in my community and describe them.
Official code: B3.3
Where places are: relative location
I can describe where places are using relative location, distance, and direction.
Official code: B3.4
The parts of a map
I can name and use the basic elements of a map.
Official code: B3.5
Measuring with non-standard units
I can measure distances using non-standard units.
Official code: B3.6
Making my own map
I can make a simple map using symbols and non-standard units.
Official code: B3.7
Services the community is responsible for
I can identify services the community is responsible for and people's responsibilities for them.
Official code: B3.8
The official wording · 11 outcomes
- B1.1
- describe some of the ways in which people interact with the natural environment and the built features of, and human services in, the local community to meet their needs, and what might happen if these features/services did not exist
- B1.2
- identify some services and service-related occupations in their community and describe how they meet people’s needs, including their own needs
- B1.3
- create a plan that outlines some specific ways in which they can responsibly interact with the built and/or natural environment in the local community and describe how their actions might enhance the features of the local environment
- B3.1
- identify the traditional Indigenous and treaty territory or territories on which their school is located
- B3.2
- identify some of the natural and built features of their community
- B3.3
- identify some distinct areas in the local community and describe some of the characteristics of these areas
- B3.4
- describe the location of some significant places in their community, using relative location relative distance and relative direction
- B3.5
- demonstrate an understanding of the basic elements of a map when reading and constructing simple maps showing places that are significant to them
- B3.6
- demonstrate an understanding of some common non-standard units of measurement
- B3.7
- demonstrate the ability to construct simple maps of places they have visited, using symbols and non-standard units
- B3.8
- identify some of the services in the community for which the government and/or community is responsible and describe key responsibilities of people in the community in relation to those services
Key ideas
People use the natural environment, built features, and services to meet their needs.
Every place is on traditional Indigenous territory, and often a treaty territory.
If a feature or service didn't exist, meeting needs would be harder.
Knowing whose territory we are on is a way to show respect.
Many jobs provide services in the community, like a sanitation worker, store clerk, or repair person.
Watch out for
- Thinking needs are met without any services or environment.
- Thinking land has no traditional territory.
- Not connecting a service to the need it meets.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Ontario’s own curriculum for Social Studies, Grade 1.
Study it in MapleMind
MapleMind teaches Social Studies, Grade 1 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep Social Studies, Grade 1 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 22
- Fillable fields
- 1,172
- Price
- $4.99
Questions about Social Studies, Grade 1
What is Social Studies, Grade 1?
Ontario’s Grade 1 social studies course: 2 units and 21 skills, from Heritage and Identity: My Family and Me to People and Environment: The Local Community.
What units are in Social Studies, Grade 1?
1. Heritage and Identity: My Family and Me and 2. People and Environment: The Local Community.
Is there a provincial exam for Social Studies, Grade 1?
No. Ontario gives no provincial exam for Social Studies, Grade 1.
What comes after Social Studies, Grade 1?
Social Studies, Grade 2.
Can MapleMind help with Social Studies, Grade 1?
Yes. MapleMind teaches every skill of Social Studies, Grade 1, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for Social Studies, Grade 1
Practise every skill of Social Studies, Grade 1 in MapleMind, free with daily limits.
