Second Grade: Unit 4 -Geography and Environment Literacy Revised March 2013 Big Idea/Theme: Location and Interdependence Understandings: Roles we play with regard to our physical environment, Conserving our natural resources, Interpreting various maps

Standards Essential Questions

Vocabulary: traffic sign, modify, environment, map key/legend, compass rose, continent, ocean, the poles, equator, origin, river, mountain, desert, grid, North Carolina, United States, natural resources, conservation

Additional Resources and Ideas

Use geographic representations, terms and technology to process information from a spatial perspective. 2.G.1.1 Interpret maps of the school and community that contain symbols, legends and cardinal directions.

What is location?

Begin this unit with students discovering an understanding of how location can be determined with a map. Collect as many different kinds of maps (paper maps of city, state, books about maps, atlases, Google earth, on-line, snapshots…etc) for students to explore in small groups with the guiding question – “What is a map?” Have students record…then share out.

• What do you notice? Think? Wonder? Create a class definition of the word “map”. Some ideas to include, using 2nd grade vocabulary: “pictures or representations of the Earth's surface…showing how places are related to each other by distance, direction, and size…way of showing a part of the Earth's surface on a flat piece of paper.drawing of an area that shows the positions of things such as countries, rivers, cities, and streets.”

• Refer to “types of maps” over the next two weeks.

Interactive map: http://www.learner.org/interactives/historymap/sea.html    Landforms  and  natural  resources:  http://np.harlan.k12.ia.us/second_grade_landforms.htm

Map Symbols: http://mapzone.ordnancesurvey.co.uk/mapzone/PagesHomeworkHelp/mapability/mapsymbols/

Types of maps: http://www.myteacherpages.com/webpages/TTravis/social_studies_class.cfm?subpage=648434

http://www.factmonster.com/world/geography/types-maps.html www.kidsgeo.com is another helpful website. See Maps Powerpoint

2.G.1.2

Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc ) Understand the effects of humans interacting with their environment 2.G.2.2 Explain how people positively and negatively affect the environment.

What do symbols represent? Why do we need symbols? How can we use our physical environment to meet our needs?

Why is it important to be able to read a map?

• Maps are drawings of an area as seen from above. • Maps have a scale and north arrow. • Maps have legends or keys to explain the meaning of

different symbols and colors. (Note-water and land) • Maps can be used to navigate.

What’s the difference between a map and a globe?

When have you used a map? Was it helpful? What would have happened if you didn’t have a map?

What are some important things to have on a map?

* major elements of the area * terrain *structures *plants *signs of habitats. We use symbols on maps to represent a variety of things. What do you notice about a map or globe of the world? (Mostly, covered by water. Large land masses are usually called continents. What are the top and the bottom called?) What are some areas that might be represented by a symbol?

• Take class suggestions. • Make a list. ** See map symbols interactive game

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See different Map Views

Mini Lesson:

If it wasn’t mentioned, introduce the Compass Rose. The Compass Rose can be traced back to early nautical times, with it’s primary purpose to display the cardinal directions in a readable and usable format. Elaborate versions of the Compass Rose exist in and on historic atlases and maps, similar to the sample to the right. Cardinal Directions are the most commonly used forms of direction. They include North, South, East and West. Class Activity: Have the students make their own compass. See printable version OR craft idea.

Compass Rose Tag: Using cardinal directions, students locate different objects around the classroom. This game activity reinforces a students' knowledge of cardinal directions and the use of a compass rose. Prepare for the game by placing objects in different parts of the classroom. The teacher begins the game by asking one of the students to find the object in the east. Once that student has tagged the object he will turn to another student and ask her to tag the object in another direction. This continues until all students have had a turn.

Think about your room at home. What symbols might we use to represent a door? Window? Desk? Bed? Dresser?

What about our classroom? Cubbies, book shelves, etc.

Craft idea: http://kidsactivitiesblog.com/compass-rose/ OR Printable Compass Rose Handout

.G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs.

What is a natural resource?

Introduce to the students what a map key is and why it is important. Could you read a map without it? Class activity: Over the next 3 days you are going to make a texture map of the playground area. See printable instructions. Natural Resources: Review last week’s map making and trip to the playground. How nice the area was and how important it is to keep it nice. Remind the students the importance of protecting the environment and natural resources. Ask the students if they know what natural resources are. Can anyone give an example? * Natural resources include land, water, forests, wildlife, minerals, air and wind. Some are renewable, but some are not. Conservation of all natural resources for their economic, biological and intrinsic value is an important concept children should understand. Resources provide the things needed for a sustainable life, but it is important to find out how to utilize them efficiently. * See side bar for more detailed information about natural resources.

Texture Map Activity in Handouts

Natural Resources from the

Carolinas:

http://www.ehow.com/list_6940572_list-natural-resources-carolinas.html

Natural Resources:

Natural Resources.docx

Webquest: Grandfather’s Journey * See Natural Resources video at the

bottom of the page.

http://np.harlan.k12.ia.us/WebQuests/webquest_landmarks_intro.htm

What is our role in preserving our environment? (Interdependenc)

After a class discussion about natural resources, provide chart paper and markers for students to use to make a list of these resources. Students use the list to draw a picture that represents the resource. For example, one resource is coal. A drawing of a coal mine and perhaps a train loaded with coal for shipping would make a good illustration that reflects an understanding of the natural resource and its use. The students should work in pairs or groups of three.

Alternate idea – assign each pair or student a resource to represent. They can write the natural resource on an index card and illustrate a picture to match. After 10 minutes have the class come together and share about the natural resource they were assigned.

(3 days) Natural Resources in our school: See the attached project to complete the natural resources lesson.

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Interactive read aloud possibility, "The Lorax" by Dr. Seuss. This book discusses the negative aspects of cutting down trees and the consequences of using up natural resources.

While reading to the students (you’ll need to number the pages), think aloud on page 13 “I wonder if this is the same place?”. You can note that all of a sudden there are brighter colors and things seem alive versus dead. The ground went from gray to green and the trees went from branches to color.

Natural Resources Project Handout

Resourced from http://www.calrecycle.ca.gov/education/curriculum/ctl/k3module/unit1/u

nit1.pdf

How do humans positively and negatively affect the environment?

Student “Turn and Talk” possibility on page 27, remind students of who is telling the story and ask “What might have just happened?” Student “Turn and Talk” possibility on page 39, “Explain which is more important? The Thneeds and Once-ler or the Truffula Trees?” Some students might note what is happening to the environment and the different animals that have to leave. Some students might note that the Once-ler is getting wealthy and sharing the wealth with his family.

Continue into the next day

OR

After reading the Lorax: Have students turn and talk. Choosing one or more of the questions to discuss.

• Compare the Once-ler at the beginning of the story (thoughts, feelings) to the end of the story.

• What if the trees hadn’t run out? As students finish their discussion. Have them thinking of major ideas from the story. Chart a list of ideas.

Finally, what might the author’s message be concerning what one person can do to save or destroy the environment?

How can we protect our physical environment?

As a class, make a list of different ways we can protect our environment. Then, assign partners (groups of 2 or 3) and have them decorate a poster using one of the ideas shared including an “opinion paragraph” on why it’s important. See writing rubric checklist. Have the students use many “eye catching” materials, including recycled products. Hang the posters around the school.

By the end of the unit, students should be able to respond with some examples and reasons to the essential questions.

Texture Map Activity:

Over the next 3 days, students will be creating a texture map of the playground area. • Split the class into small groups of 3-5 students. • The students will work together to sketch a map that represents all of the things outlined in the activity. • Ask the students to imagine that they are flying over their playground when they are making their maps. This is called a

MAP VIEW. Ask Students:

• What are some of the things we should consider putting on our maps? o Major plant areas? Trees, Lawn, Shrubs and o Structures? Buildings, Fences, Gates, Parking areas, paved areas, playground areas, playing field areas.

• What are the items you’re going to use symbols for?

The sketching should only take one class period (day 1). Days 2-3 – Give each group butcher paper or large construction paper. Also a variety of “textured” craft supplies (yarn, ribbon, popsicle sticks, sand paper, news paper, aluminum foil, etc). Students can use photographs and magazine pictures too. Have them work in their group to recreate their sketch as a detailed textured playground map. Make sure they include a map key and compass.

One Way to Make Journal Supplies Needed

___ 12- by 18-inch tagboard or construction paper (two sheets for each student)

___ Stapler

___ Three-hole paper punch and brass fasten- ers (three for each student) (If these are not available, the pages can be stapled.)

___ Lined and unlined paper (15 sheets per student: 5 lined and 10 unlined) (To model reusing, use paper that has been used on one side.) ���

Directions 1. Distribute two sheets of 12- by 18-inch tagboard or

construction paper to each student.

2. Have students make their journals by doing the following (see illustrations below):

• Fold one sheet of tagboard or construction paper in half lengthwise.

• Slide one sheet of paper into the folded sheet. • With the folder open, staple the left side and the

right side of the folded sheet onto the unfolded sheet, as close to the edge as possible. The folded sheet will make pockets on the inside and outside of the front cover.

• Fold the entire journal cover in half so it closes like a book.

3.

A. If you have brass brads, punch three holes in the left margin with a three-hole punch. (See Folder A.) Place the brass fasteners through the back of the folder and through the lined and unlined pages but not through the front cover. This will make the front cover easier to open.

If you do not have brass brads, staple the journal pages to the journal cover. (See Folder B.)

B. If you have brass brads, punch three holes in the left margin with a three-hole punch. (See Folder A.) Place the brass fasteners through the back of the folder and through the lined and unlined pages but not through the front cover. This will make the front cover easier to open.

K–3 Module, Unit 1: Conserving Natural Resources http://www.calrecycle.ca.gov/education/curriculum/ctl/k3module/unit1/unit1.pdf

Natural Resources Project

Over the next three days students will work in pairs to: o Identify natural resources on the school grounds, record

them on a chart, and describe them in their journals. o Determine natural resources used to make various items on

the school grounds and in the classroom. o Compare items made from different natural resources.

If students don’t have SS journals, they can make one. * See instructions. Remind students that natural resources are things that come from nature. All living things need natural resources in order to live. Help students identify each category of natural resources as you list them on the chalkboard: plants, animals, soil, minerals (rocks), energy sources (sunlight). What else they cannot live without? Lead them to say “water” and “air.” After they have identified the resources have the students draw an icon at the top of each journal page for each of the seven categories of natural resources, one illustration per page. Note that students will focus on five categories of natural resources, because these are the ones most often used by people to make things (in addition to air and water, which we usually use in the manufacturing process of products): plants, animals, soil, minerals, and crude oil (from fossil fuels in the category of energy sources).

As the students prepare for a trip outside of their classroom, let them know that they should write or draw what they see that comes from the natural resources listed in their journals. Help students identify things that are part of nature. Trees, rocks, soil. *Ask them what natural resources they see (or feel, in

the case of air). Plants, animals (people), minerals, crude oil (asphalt), air.* Ask students what they see that people have made from natural resources. For example, “What do you see that is made from a plant?” A wooden bench is made from wood from a plant. “What do you see that is made from minerals, such as rocks and steel?” For example, the building, the road, the poles supporting the playground equipment. Help them with only one item on the school grounds, then they should complete their journals on their own.

Back in the classroom the students may continue to work in their journals. Use the following prompts for journal entries and class discussion. 1. I saw ___________________________________. 2. _______________________________ is part of nature. 3. One thing that I saw that was made by people is _______________________. 4. The natural resource or resources from which this thing was made is _____________________.

When ready, students can share their journal entries.

~ Have the students locate items made from natural resources in the classroom. Which category of natural resources was it made? Which items that were seen indoors and outdoors were different, but came from the same natural resource? (The buildings and sidewalks & desks and benches) Which items were similar but came from different resources? (wooden bench and plastic bench)

* Have the students complete their journal by writing about what they learned about natural resources.

Compass Rose