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Grade 2: Unit 4

Curriculum

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Course Description

The New Jersey Student Learning Standards serves as the basis for the second grade course, We Live Together. As students’

progress through the five units of the school year, they will focus and examine: living in a community, the role of geography in

understanding the Earth and its functions, a historic overview of the United States and its beginnings, the role of government and

economics in our community, country and the world.

The progression of this course allows students to have an opportunity to focus on characteristics that contribute to the development of

a specific community. In doing so, students will be able to make clear connections and links to their present day community and how

the structure of the community is supported by its workers. The role of seasonal changes will be analyzed to assist students in

furthering their understanding of all the factors impacting the Earth as a whole. Historical understanding of the Native Americans,

Spanish conquest, the establishment of the colonies and the American Revolution will be closely examined. The final unit allows

students to understand the function of government as dominate factor in resolving conflicts at all levels of government. The infusion

of economic understanding in its most basic fashion will be interpreted through the concepts: reasons why people work, needs verses

wants, and trading with other countries throughout the world.

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Pacing Guide

Unit Topic Suggested Timing

Unit 1 Our Community 8 Weeks

Unit 2 All About Work 7 Weeks

Unit 3 Our Past 7 Weeks

Unit 4 All About Earth 7 Weeks

Unit 5 Our Government 7 Weeks

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Educational Technology

Standards

8.1.2.A.1, 8.1.2.A.2, 8.1.2.A.3, 8.1.2.A.5, 8.1.2.B.1, 8.1.2.C.1, 8.1.2.E.1

Technology Operations and Concepts □ Identify the basic features of a digital device and explain its purpose. □ Create a document using a word processing application.

□ Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.

□ Enter information into a spreadsheet and sort the information.

Example of Use: Using a computer create a bar graph as a class to record daily weather. Utilize the bar graph to obtain information about

weather changes after some time.

Creativity and Innovation □ Illustrate and communicate original ideas and stories using multiple digital tools and resources.

Example of Use: Using digital tools create a map of the world showing the continents and oceans.

Communication and Collaboration □ Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using

Various media formats such as online collaborative tools and social media.

Example of Use: Daily Journal writing or Blog: Write about the weather and what you did/will do that day. After 2 weeks

revisit journal entries and discuss how the weather has affected your daily activities.

Research and Information Literacy □ Use digital tools and online resources to explore a problem or issue.

Example of Use: Play “Find the Resource.” Let one student name a manufactured object, such as a car. The first student to research online

and name a natural resource used in the object gets to offer the next man-made object.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using

written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to

make maximum use of their own and others’ time. They are excellent writers; they master conventions,

word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are

skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-

ready individuals think about the audience for their communication and prepare accordingly to ensure

the desired outcome.

Example of Use: In a show and tell, have each student share their favorite item and list the resources used

to make it. Discuss with the student what would be done if it were broken. Could it be repaired or used in

some other way?

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions

that positively impact and/or mitigate negative impact on other people, organization, and the

environment. They are aware of and utilize new technologies, understandings, procedures, materials, and

regulations affecting the nature of their work as it relates to the impact on the social condition, the

environment and the profitability of the organization.

Example of Use: Read about Earth Day and discuss ways we can protect Earth.

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Career Ready Practices

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those

ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and

suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value.

They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own

workplace. They take action on their ideas and understand how to bring innovation to an organization.

Example of Use: Read about landforms and create a foldable depicting each one and describing them.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise

effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the

problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully

consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is

solved, whether through their own actions or the actions of others.

Example of Use: Read about the continents and locate them on a map/globe. Compare and contrast two continents using a

venn diagram or a compare/contrast chart.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Processing

Extra Response time

Have students verbalize

steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic

organizers

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

Leveled Text

Chunking text

Choice Board/Menu

Tiered Instruction

Small group instruction

Sentence starters/frames

Writing scaffolds

Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

Use of oral assessment

Tiered learning centers

Tiered questioning

Data-driven student partnerships

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Enrichment Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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Unit 4: All About Earth

Social Studies Grades K-4 New Jersey Student Learning Standards

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make

informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global

communities.

B. Geography, People, and the Environment

6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may

be useful.

6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and

work in different regions of New Jersey and the United States.

6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.

6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical

environment to understand the concept of regionalism.

6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others.

6.1.4.B.8 Compare ways people choose to use and divide natural resources.

6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them.

C. Economics, Innovation, and Technology

6.1.4.C.4 Describe how supply and demand influence price and output of products.

6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and

promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

A.Civics, Government, and Human Rights

6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue.

B.Geography, People and the Environment

6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and

propose possible solutions.

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Grade: 2 Unit: IV Topic: All About Earth

Geography tells about the people, plants and animals that

live on Earth. Maps and globes can help us learn about the

different landforms on Earth. Earth’s seasons and its

resources affect our lives.

NJSLS: 6.1.4.B.1, 6.1.4.B.4, 6.1.4.B.5, 6.1.4.B.6, 6.1.4.B.7, 6.1.4.B.8, 6.1.4.B.9, 6.1.4.C.4, 6.3.4.A.3, 6.3.4.B.1

ELA NJSLS: RI.2,7, R.I.2.10, W.2.2, R.L.2.7, S.L.2.1, S.L.2.6

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Recognize and describe

various kinds of land and

water found on Earth.

Locate them on a

map/globe.

Standards: 6.1.4.B.1

What are examples of land

and water found on Earth?

What are the

characteristics of different

types of landforms and

bodies of water?

Read about landforms and

create a foldable depicting

each one and describing

them.

Landform slideshow

with description: http://studyjams.scholasti

c.com/studyjams/jams/sci

ence/rocks-minerals-

landforms/landforms.htm

Interactive landforms

map of U.S.: http://www.eduplace.com

/kids/socsci/books/applica

tions/imaps/maps/g2_u2/

Using Landform Maps

p.84 (We Live Together)

A Look at Brazil’s

Technology: slide shows,

interactive maps and

games (see Resources),

blogs (see Sample

Activities and Resources)

Standard: 8.1.2.A.1

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Geography p.110 (We

Live Together)

Identify where we live on

a map/globe (city, state,

country, and continent).

Standards: 6.1.4.B.1,6

What city, state, country,

and/or continent do you

live in? Locate it on a

map/globe.

Read about the continents

and locate them on a

map/globe. Compare and

contrast two continents

using a venn diagram or a

compare/contrast chart.

Create a map of the world

showing the continents

and oceans.

Interactive game for

continents/oceans: http://www.sheppardsoft

ware.com/World_Contine

nts.htm

Continents passage: http://www.readworks.or

g/sites/default/files/passa ges/720_our_world_0.pdf

ELA: Compare and

contrast using a venn

diagram.

Standard:

NJSLSA.R5.

Art: maps and drawings

(see Sample Activities and

Unit Projects)

Standard: 1.3.P.D.2

Recognize the difference

between weather and

seasons.

Standards:

6.1.4.B.4

How does the weather

affect our daily lives?

Daily Journal writing or

Blog: Write about the

weather and what you

did/will do that day. After

2 weeks revisit journal

entries and discuss how

the weather has affected

your daily activities.

Create a bar graph as a

class to record daily

weather. Utilize the bar

graph to obtain

Kids’ website for

blogging:

www.kidblog.org

Reading/Writing: reading

passages, written

responses, blogs, daily

journal (see Sample

Activities)

Standard: NJSLSA.R3.

Math: Create a bar graph

(See sample Activities)

Standard: 1.3.P.D.2

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections information about weather

changes after some time.

Identify how and why

people change Earth.

Recognize ways in which

people can help protect it.

Standards: 6.1.4.B.5,8,9

How do we change our

Earth and what are ways

that we can protect it?

What is the difference

between the weather and

the seasons?

How does the weather

affect our daily lives?

Read about Earth Day and

discuss ways we can

protect Earth.

Earth Day passage: http://www.readworks.or

g/sites/default/files/passa

ges/A%20Day%20to%20

Celebrate%20Earth%20P

assage.pdf

Take Care of Our

Planet passage: http://www.readworks.or

g/sites/default/files/passa

ges/640_take_care_of_ou

r_planet.pdf

Earth Day Virtual Field

Trip Plan http://www.pemberton.k1

2.nj.us/departments/curric

ulum/docs/EarthDay_Virt

ual_Classroom_Field_Tri

p.pdf.

Reading/Writing: reading

passages (see Sample

Resources)

Standard: NJSLSA.R3.

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NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Explain how natural Where do natural Play “Find the Resource.” Passage about how Speaking/Listening:

Discussion on various topics (see Sample Activities) Standard: NJSLSA.W1. ELA: Reading passage at appropriate grade level (see Resources) Standard: NJSLSA.R3. Art: 3D landform (see Unit Projects) Standard: 1.3.P.D.2

resources meet our needs resources come from? Let one student name a Native Americans used and affect how we live. manufactured object, such natural resources:

Standards: Where do the products we as a car. The first student http://www.readworks.or

6.1.4.B.4,8 use originate and how do to name a natural resource g/sites/default/files/passa

6.1.4.C.9 they travel to us? used in the object gets to ges/820_native_american

offer the next man-made _0.pdf

Where do the consumer object.

goods we throw away go

after we are finished with In a show and tell, have

them? each student share their

favorite item and list the

What can we do to use resources used to make it.

these resources Discuss with the student

responsibly? what would be done if it

were broken. Could it be

repaired or used in some

other way?

Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade,

slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact

this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons

designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will

engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

New Jersey Student Learning Standards

Activity (Map Activity

Study the map and answer the given

questions.

http://www.njamistadcurriculum.net/history/unit/social-

studies-skills/content/4525/7696

Ecosystems – View Gallery Analyze the pictures of each eco-system and

evaluate the benefits and challenges of each

eco-system

http://www.njamistadcurriculum.net/history/unit/social-

studies-skills/gallery/3452/5523#desert

Landform – View Gallery Analyze the pictures of each landform and

compare them with other landforms.

http://www.njamistadcurriculum.net/history/unit/social-

studies-skills/gallery/3452/5525

Cardinal Directions In this lesson, the students will gain an

understanding of the basic cardinal

directions. Then, they will embark on a

classroom treasure hunt to apply what they

have learned.

http://www.njamistadcurriculum.net/history/unit/social-

studies-skills/lesson_plan/4210/288

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st

Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Gallery 11. Tools 7. Griot

8. Library

9. Links

10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Diversity as a Box of Crayons Students will learn about what we can learn

from a box of crayons. Students will discuss

the metaphor “diversity as a box of

crayons”. Students will draw a picture with

only one crayon from a box, then discuss

why it’s important to use all the colors.

https://www.tolerance.org/classroom-

resources/tolerance-lessons/what-can-we-

learn-from-a-box-of-crayons

Martin Luther King, Jr. Students will learn about Martin Luther

King, Jr. and how to respond to unequal

treatment. Students will respond to

questions about MLK Jr.’s “I have a dream”

speech.

https://www.learningtogive.org/units/upon-

clouds-equality-1st-grade/upon-clouds-

equality-1st-grade

Clouds of Equality Students will create “clouds of equality”

based on Martin Luther King, Jr.’s famous

speech. Students will write their dreams on

two matching clouds and explain their

dreams to the class.

https://www.learningtogive.org/units/upon-

clouds-equality-1st-grade/upon-clouds-

equality-1st-grade

Similarities and Differences Students will play a game of “Simon Says”

highlighting their similarities and

differences. Students will explore themes of

tolerance and why differences make the

world interesting.

https://www.educationworld.com/a_lesson/00-

2/lp2061.shtml

DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create an

argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich in

content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice with

complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School District

website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

Unit 4 Vocabulary Geography

Capital

Landform

Island

Peninsula

Hill

Mountain

Valley

Olain

Lake

River

season

Bar graph

Recycle

Natural resources

Renewable resources

Non-renewable resources

Producers

Consumers

Choose 1

Unit Project (Suggested) Unit Project (Suggested) Recycling project: Plant flowers in a reused item, such as a coffee can, mug, bean

can, etc. Write about changes that you see in your plant weekly.

Once the plant/flower has grown, use them to decorate/beautify a

part of the school.

Create a 3D landform model using recycled materials (bottles,

paper, cans, etc.). Present to the class.

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