Unit - Component 5

8/2/2019 Unit - Component 5

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I) Instructional Unit/Final Project Overview

Title of Unit: Types of Communities

Theme: Communities Rural, Suburban and Urban

Grade Level/Student Population Type: 2nd grade CTT class of 21 studentsNumber of Sessions: 1 period daily over 10 days (Each period lasts 45 minutes)

Overview of the Unit:

Second grade students will learn about the three different types of communitiessuburban, urban and rural. Students will compare and contrast the differences amongrural, urban and suburban areas and explain why people might move from one area toanother. Students will explain how different occupations contribute to urban, rural andsuburban communities

Give a short summary of what the students will do in this unit:

Students will create a diorama that accurately depicts the characteristics of their chosencommunity type. Students will present and explain their diorama to visitors during agallery walk. In creating this project, students will learn how to conduct research onlineand find information in nonfiction books. Students will experience virtual field trips tothree different types of communities. Students will learn organizational strategiesincluding concept maps using Kidspiration software, KWL charts and graphic organizerswhich will aid them in designing their diorama. After completing their individualdioramas, students will work in groups with others who chose the same type ofcommunity to create a presentation identifying the common characteristics in their

communities. Each group will present their findings about their chosen community tothe class. As a whole class we will compare the differences in community types. Wewill construct a Venn diagram to show the differences and similarities amongst the threecommunity types. We will complete the K-W-L chart. We will play a game as one wayof assessing students knowledge about communities.

For each of the items below, give a response that is from 1 to 5 or 6 sentences:

A) What is the theme of your project?B) State the standards to which your theme is aligned (refer to actual sections of realdocuments)

C) Describe the Learning Product your students will create and through the creation ofwhich they will learn the content and skills youve identified as a goal.D) What Social Studies content and/or skills will they learn from your project?E) What Arts content and/or skills will they learn from your project?

F) How might you determine if the students learn what youve intended them to?


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G) How will technology be used? Will it be used by the teacher; the individual studentsor students work groups, the entire class? (Describe as practical)

UNIT INTRODUCTION

Introduce the community study by connecting it to the students 1st grade study of

communities. In 1st grade students examined their roles as students and familymembers within their community. To teach map skills, students will locate ourcommunity on various types of maps.

Explain to students that we will by studying different types of communities.

Ask students what the word community means to them. Have students identify thecommunity they live in. Encourage them to think of defining characteristics that make uptheir community.

Tell students that they are going to be architects involved in creating and building amodel of a community. They will conduct research that will help them design theirmodels. Students will work in groups to present their findings to their peers. Eachstudent will create a diorama and travel booklet using all the information they learn.Student dioramas and booklets will be displayed during a gallery walk. Students in theschool and parents will visit the gallery walk in the school auditorium. After the gallerywalk concludes, each student will reflect on this project. The dioramas will be displayoutside our classroom.

How you will introduce the theme, its essential concepts, and the product the studentswill create as the vehicle by which they will achieve the learning objectives

Students will distinguish between rural, suburban and urban communities.

Students will look at the impact of different elements, including weather andgeography on lives in a community.

Students will understand that impact of the environment on housing choice,economy, clothing, shelter and income choice.

Students will research and find information online and in nonfiction sources

Students will apply their research to their community presentations and depictions

Students will Identify natural resources in the community types and describe peopleuse and depend on them

Students will visually represent their chosen community type


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Performance Indicator - MST5.E.TR2E:Students use appropriate graphic and electronic tools and techniques to processinformation.

Standard - ARTS2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resourcesavailable for participation in the arts in various roles.

Key Idea Code - ARTS2.VA: Visual ArtsKey Idea - ARTS2.VA4: Visual ArtsStudents will know and use a variety of visual arts materials, techniques, andprocesses. Students will know about resources and opportunities for participation invisual arts in the community (exhibitions, libraries, museums, galleries) and useappropriate materials (art reproductions, slides, print materials, electronic media).Students will be aware of vocational options available in the visual arts.Academic Level - ARTS2.E.VA4: Elementary

Performance Indicator - ARTS2.E.VA2A:Students understand the characteristics of various mediums (two-dimensional, three-dimensional, electronic images) in order to select those that are appropriate for theirpurposes and intent (a).Performance Indicator - ARTS2.E.VA2B:Students develop skills with electronic media as a means of expressing visual ideas (b)

NYS Core Curriculum in Social Studies - Grade 2Content Understandings

Explores rural, urban, and suburban communities in the United States by using

the local community as an example to further understand the concept ofcommunity. Examines community from a multicultural perspective that includes geographic,

socioeconomic, and ethnic influences.

Emphasizes geography skills such as reading maps and globes, and analyzingthe impact of the environment on the community.

Stresses the rights and responsibilities of citizenship in the community.

ASSESSMENT

Students will create travel brochures advertising their community.

Rubrics will be used to assess student dioramas and travel booklets . Students will be assessed on their group in-class presentation.

Informally assess students on a daily basis as they complete their in-classassignments by taking notes.

Review and assess students concept maps and graphic organizers to ensurethey contain information that will help students plan their projects.

During the gallery walk, visitors with ask questions. The teacher will monitorconversations while circulating throughout the gallery.
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PRESENTATION

Display all the dioramas in the auditorium and invite parents and students fromother classes to visit for a gallery walk. The travel booklets will be available for

all visitors as they will be displayed in front of each students diorama. Studentswill act as employees of the visitor information center for their chosen community.

Showcase the dioramas on shelves located directly outside the classroom Videotape each groups in-class presentation.

Take photographs of each student with his or her diorama and booklet that willbe posted online on the class webpage.

IV.My unit on communities is considered PBL for many reasons. First, an essentialcomponent of PBL is that students identify what to learn and how to demonstrate whattheyve learned. In this unit, these factors are present as students identify what type of

community they want to learn about. They can choose to learn about rural, urban orsuburban communities. Students also determine how they want to demonstrate theirlearning in their presentations. The teacher sets the parameters by identifying elementssuch as community location, occupations and that students must learn about.

Another element of PBL is that students work independently and/or collaboratively.Throughout this unit, there are many opportunities for students to work independently asthey create their dioramas, their concept maps, graphic organizers and planning sheets.In addition, there are numerous times when students work collaboratively with theirpeers. For example, students who have selected the same community type createpresentations together, review their graphic organizers and concept maps. The whole

class collaborates as they create the K-W-L chart and Venn diagrams about the threecommunity types.

PBL requires that students learn facts and skills in order to create their projects productand performance, creating a need to know essential content and skills. The diorama,the end product in this unit, requires that students learn specific knowledge andconcepts. Students learn facts and skills through conducting research in non-fictionbooks and on the computer that will enable them to create their diorama (product) andgroup presentation (performance). They also learn information through watchingmovies about communities and attending virtual field trips.

In this unit, students create authentic, realistic depictions of their communities, anotherimportant aspect of PBL. The students dioramas and group presentations arepresented to a real audience composed of classmates, teachers, family members,friends and students from other grades and classes throughout.

Feedback is another essential component of PBL. During the students in-classpresentation, students receive feedback from their peers which they can use to revisetheir presentations, prior to making their presentations on the gallery walk day. On the


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day of the gallery walk, visitors complete feedback cards as they explore each studentsdisplay and listen to the group presentations.

Saving, archiving and publishing the products and performances are key elements ofPBL. In this unit, the presentations and dioramas are saved and published. The in-

class presentations will be videotaped and posted on the class webpage along withphotos of each student with his or her diorama and booklet. The dioramas will bedisplayed on shelves located directly outside the classroom so that all visitors andmembers of the school community can enjoy looking at them.

In PBL, it is important that the students product and presentation have expressive andartistic dimensions. Students can express themselves and their creativity in numerousways during this unit. While creating concept maps, students choose the images andtexts that they wish to include. In addition, students can request any artistic suppliesand materials that they need to create their diorama. By designing concept maps withKidspiration software, creating their travel booklets on the computer, viewing a video

about communities, participating in virtual field trips, using TuxPaint to create blueprints,students make significant use of technology, another key element in PBL.

PBL includes reflection and inquiry-based learning. In this unit, the students reflect ontheir learning and project at after they have made their presentations and the gallerywalk has ended. The unit begins with a K-W-L chart which helps foster inquiry learning.In addition, although there are guidelines for each assignment, students are free toexplore other aspects of their community that interest them. Moreover, studentsengage in inquiry learning as they gather data and conduct research about their chosencommunities.

Throughout this student, students engage in critical thinking, problem solving andcollaboration as they create their presentations and dioramas. They use higher-orderthinking skills as they work with their peers, question their group members contributingto the group presentation. Students read information from the computer and from non-fiction books. Students have many opportunities to express themselves in a variety ofmodes throughout this unit. Students make verbal presentations about theircommunities, write about their communities in their graphic organizers and planningsheets and visually present their knowledge with their dioramas. Kinesthetic activities inthis unit include the Community Game and students moving to different parts of theroom according to the teachers directions.

DAY 1:Time Frame:1 period (45 minutes)

Standards/Objectives Met:From the NYS Core Curriculum in Social Studies - Grade 2Content Understandings

Key Idea 3.1:


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1. Geography can be divided into six essential elements, which can be used to analyzeimportant historic, geographic, economic, and environmental questions and issues.These six elements include: the world in spatial terms, places and regions, physicalsettings (including natural resources), human systems, environment and society, andthe use of geography.

Students will:

3.1a: study about how people live, work, and utilize natural resources3.1c: locate places within the local community, state and nation;3.13: investigate how people depend on and modify the physical environment

OverviewSince this is an introductory lesson, students will learn the types of information they willneed to research to create their communities. Students will complete information intheir Where do we live? packet (template is included at the end of all of the lessons)which they will use as a model when they create their community brochures.

Statement of Objectives:At the end of this lesson, students will be able to:

Identify the four main directions of north, south, east, and west, and theintermediate directions of northeast, northwest, southeast, and southwest.

Use a compass rose to find directions on a map and in their classroom.

Read a map Verbally express the impact of water and weather on peoples occupations

Motivation:Students will be creating books for the communities they choose to explore so thatvisitors to their communities will know exactly where it is located. Their books will besimilar to the Where Do we Live Books that they complete in class today.

Materials:

Computer with internet connection Compasses for each student

Where in the World Do we Live packet? (Template is included at the end of all ofthe lessons)

Pencils for each student Smartboard

Presentation of New Material:Students sit at their assigned spots on the mat in front of the Smartboard. Selectstudents who are listening quietly to interact with Smartboard. Lead the discussions andprompt students as needed, focusing on the name and location of our communitysstate, region and nation. (Students will be required to provide this information for theirchosen community)

Please note that the students have learned basic map skills prior to this lesson


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During this unit students will be studying communities. Students will learn aboutdifferent types of communities as they create a diorama of their chosen community.Students will learn the location of their community and so today we are going to talkabout our community and use it as an example

Ask students what community they live in? (Students will say things like New York,Manhattan, North America, etc)

Go to:

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g4n_u6/index.html

Display the map of the United States and have students identify the location of NewYork. (Do not complete the activities listed on the website)

Then show students the compass and review the directions. Go over the four maindirections (north, south, east and west) and the intermediate directions (northeast.northwest, southeast and southwest). Ask students to show you various parts of the

United States including Northeast, the South and Southwest US. Point out the mapscompass.

Guided Practice:Give each student a compass and have them go to the North side of the room (the rugwhere the students are seated). Call out different directions and let the students moveaccordingly. (Example: east is the library, Northeast is the computer)

Call students back to the rug (north). Review the map key and discuss the purpose andspecific symbols used on the map. Discuss the key located on the bottom of the map.

Discuss which states are closest to water and the impact of water to a state (Be sure todiscuss the impact of weather and peoples occupations).

Hand each student a Where in the world do we live packet? Do the activities as awhole class and use the Smartboard to display the packet. Select different students tointeract with the board for each activity and have the other students complete theactivities in their books.

Closure:At the end of the lesson, ask students to provide a thumbs up if they better understandmaps.

Social Learning/Student InteractionStudents will share information with each other as they contribute to the whole classdiscussion.

Assessment:Teacher will monitor the students to ensure that each individual is participating andcontributing to the discussion. Teacher will check that the packets have been completedaccurately.


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Logistics:Students will store their "Where do we live?" packets in their Social Studies folderslocated in bins in the back of the room. There are five bins (one for each table.)


Standards/Objectives Met:Standard Area: Mathematics, Science and TechnologyKey Idea Code - MST5.CT: Computer TechnologyAcademic Level - MST5.E.CT3: ElementaryPerformance Indicator - MST5.E.CT3B:Students use the computer as a tool for generating and drawing ideas.

NYS Core Curriculum in Social Studies - Grade 2Content UnderstandingsExplores rural, urban, and suburban communities in the United States by using the local

community as an example to further understand the concept of community.

Overview:As a class, students will complete two columns on a K-W-L chart about communities.The class will make a concept map of their community using Kidspiration software.


Express what information they know and want to learn about communities Create concept maps using Kidspiration software

Motivation:Students will be designing their own concept maps about their chosen communitiesusing Kidspiration software tomorrow.

Materials:

Chart Paper

Markers

Computer with Kidspiration software

Presentation of New Materials:Students sit at their assigned spots on the mat in front of the Smartboard. Selectstudents who are listening quietly to interact with Smartboard.

Create a KWL chart on communities as a whole class. (The chart will have 3 columns:What we know about communities, what we want to know about communities and whatwe learned about communities) Complete the first 2 columns on the chart.
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To create the KWL chart (which will further help them understand the concept ofcommunities) students should use their local community as an example.

The teacher leads the discussion and prompts students as needed. Encouragestudents to think about what encompasses their community in terms of geographybusinesses, government, location, history, community members and roles.

Ask students why they think their families chose to live in their specific community.Discuss reasons why other families choose to live in other types of communities (farms,outside cities and in suburbs) Introduce the terms and definitions of urban, suburbanand rural.

When column 1 on the KWL chart has at least 7 items, model for students how to putthis information (What we know about communities) into a concept map usingKidspiration software.

Title the class concept map is What is a community?

Guided Practice:Select students to add graphics and text to the concept map in Kidspiration. (Try to giveall students an opportunity to come to the board as tomorrow they will be workingindividually with Kidspiration.) Please note that all of the students have worked withKidspiration before but provide refreshers as needed.

Inform students that tomorrow they will each get a chance to create a concept map oftheir chosen communities using Kidspiration.

Closure:At the end of the lesson, ask students to raise their hands if they understand how to use

Kidspiration. Write down the names of any students who do not raise their hands. Thesestudents should receive a refresher on Kidspiration tomorrow during their technologyperiod.

Social Learning/Student Interaction:Students will share information with each other as they contribute to the whole classdiscussion.

Assessment:Teacher will monitor the students to ensure that each individual is participating andcontributing to the discussion.

Logistics:After this lesson, print out, enlarge and display the class concept map on What is acommunity? so that students can use it as a reference when creating their own mapstomorrow.

The KWL chart will be displayed on the Social Studies bulletin board in the back of theroom. (At the end of the unit, the class will complete the third column based on whatthey learned.)


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Day 3:Time Frame:2 periods (90 minutes)

Standards/Objectives Met:

NYS Core Curriculum in Social Studies - Grade 2

Content UnderstandingsExamines community from a multicultural perspective that includes geographic,socioeconomic, and ethnic influences.

NYS Learning Standards in Social Studies Standard 2 GeographyKey Idea 3.1:

1. Geography can be divided into six essential elements, which can be used toanalyze important historic, geographic, economic, and environmental questions andissues. These six elements include: the world in spatial terms, places and regions,physical settings (including natural resources), human systems, environment andsociety, and the use of geography.

Students will:

3.1d: identify and compare the physical, human, and cultural characteristics ofdifferent regions and people

Overview:Students will select the type of community they wish to explore. They will learn how toresearch information using non-fiction books and using the search box on specificwebsites. They will take virtual field trips to each community type. Students willconduct research on Day 3. (Today you are previewing the skills they will need toperform this task.)


Verbally identify characteristics of rural, urban and suburban communities

Find information in non-fiction books Recognize typical features in non-fiction books such as the index and glossary

Motivation:Students will conduct research on Day 3. (Today you are previewing the skills they willneed to perform this task.) The concept maps that the students create in Kidspirationwill serve as guide for their creation of their project by helping them to plan and organizetheir communities.

Materials:

KWL chart from yesterdays lesson

Computer with internet connection Rural book basket consisting of the following books: Living in Rural Communities

by Kristin Sterling , Community Resources: The Land and the People inCommunitiesby Angela Catalano and Farm Communityby Peggy Pancella
http://www.amazon.com/Angela-Catalano/e/B001K8W478/ref=ntt_athr_dp_pel_1http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/Angela-Catalano/e/B001K8W478/ref=ntt_athr_dp_pel_1


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Suburban book basket consisting of the following books: Living in SuburbanCommunitiesby Kristin Sterling, Communitiesby Gail Saunders Smith andSuburb (Neighborhood Walk) by Peggy Pancella

Urban book basket consisting of Living in Urban Communitiesby Kristin Sterling,Cityby Philip Steele and Cityby Peggy Pancella

Smartboard Handout with a list of websites for students to use to conduct research

Laptops with Kidspiration software (media teacher will bring these to theclassroom)

Review of previously learned material/lesson connections:Begin by connecting todays lesson with yesterdays lesson by reviewing what aconcept map is and showing the students the enlarged class concept map they created.Review the definition of community from yesterdays lesson. Reiterate that peoplechose where to live based on their interests, needs and resources. While there aredifferent types of communities, they each serve important roles and functions.

Presentation of New Materials:Begin lesson with all students at the mat. All students will watch a 7 minute You TubeVideo on rural, suburban and urban communities.(http://www.youtube.com/watch?v=GuF2o7SaRWU .

After viewing the video, students will select which community type they want to study todepict in their diorama. (Try to have the class evenly split into three groups (rural,suburban and urban) with 7 students in each group.

Guided Practice:After selections have been made, demonstrate how to complete research to each group

individually (7 students at a time) in the classroom library. (These smaller groups willallow instruction to be more personalized for each groups needs)

Books can be found in the classroom library. The books have been sorted bycommunity types and divided into 3 baskets (rural, suburban and urban). There aremultiple copies of the book in each basket.

With each group, review the parts of nonfiction books listed below that students can useto find information. (Display these terms on the Smartboard as a reminder to studentsas they conduct their research)

Table of contents

Glossary

Index

Pictures

Photographs
http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/Living-Suburban-Communities-First-Nonfiction/dp/0822586134/ref=pd_bxgy_b_text_bhttp://www.amazon.com/Living-Suburban-Communities-First-Nonfiction/dp/0822586134/ref=pd_bxgy_b_text_bhttp://www.amazon.com/Gail-Saunders-Smith/e/B001IYTNDW/ref=ntt_athr_dp_pel_1http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&sort=relevancerank&search-alias=books&ie=UTF8&field-author=Peggy%20Pancellahttp://www.amazon.com/Gail-Saunders-Smith/e/B001IYTNDW/ref=ntt_athr_dp_pel_1http://www.amazon.com/Living-Suburban-Communities-First-Nonfiction/dp/0822586134/ref=pd_bxgy_b_text_bhttp://www.amazon.com/Living-Suburban-Communities-First-Nonfiction/dp/0822586134/ref=pd_bxgy_b_text_b


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Charts

Graph

Captions

Use books in the basket to demonstrate these terms. Encourage student participationby asking interactive questions that require them to search in the book.

Provide students with a handout listing the following websites (include URLs) they areallowed to use for research. Tell them to put their community type in the search box.

Yahooligans (http://kids.yahoo.com/)Kids Click (http://www.kidsclick.org/)Answers.com (http://www.answers.com/)Fact Monster (http://www.factmonster.com/)Enchanted Learning (http://www.enchantedlearning.com/Home.html)

Give the students in the Urban Group this website as well as above websites.http://www.harcourtschool.com/activity/cities/ (Interactive site on City Life)

Independent Practice:The 2 groups you are not meeting with will use laptop computers in the classroom totake a virtual field trip of the three community types. The media teacher will come intothe classroom with laptops that the students can use to create concept maps of theirchosen community type. (If you are working in the library teaching research, the mediateacher can assist students who have difficulty using Kidspiration) Students will useKidspiration to create concept maps based on what they know about their community

type and information in the videos.

The virtual field trip for all students is found at:

http://sites.google.com/site/socialstudiesvirtualfieldtrips/urban-communities

Make sure to meet with all three groups and have all groups watch the video (for allthree community types) on their laptop computers at their desks.

Closure:Ten minutes prior to the session select one student from each community type to sharetheir concept map with the rest of the class. Orally discuss similarities and differences

amongst community types as depicted in the concept maps.Social Learning/Student Interaction:Twenty five minutes prior to the end of the session students meet with the otherstudents who have selected the same community types to compare concept maps.Students should add information to their concept maps during this peer share.

Assessment:Teacher will collect and review each students concept map to ensure students are
http://www.yahooligans.com/http://sunsite.berkeley.edu/KidsClick!/http://www.answers.com/http://www.factmonster.com/index.htmlhttp://www.harcourtschool.com/activity/cities/http://www.harcourtschool.com/activity/cities/http://www.factmonster.com/index.htmlhttp://www.answers.com/http://sunsite.berkeley.edu/KidsClick!/http://www.yahooligans.com/


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including pertinent details that can be incorporated into their project. Teacherconferences individually with students who are having difficulty completing their maps.

Logistics:Teacher will collect the concept maps at the end of this session and store them in themanila folder labeled Community Concept Maps. This will prevent students frommisplacing them and will ensure they are easily accessible when needed.

DAY 4Time Frame:1 period (45 minutes)

Standards/Objectives Met:NYS Learning Standards in Social Studies Standard 2 Geography.3.1c: locate places within the local community, state and nation;3.1d: identify and compare the physical, human, and cultural characteristics of differentregions and people

3.13: investigate how people depend on and modify the physical environment

Overview:Today students will work in groups with their peers who have selected the samecommunity types to conduct research using the books and the online sites that werereviewed yesterday. Students will use their research to fill out their graphic organizers.These organizers will help them plan for their dioramas.


Illustrate their chosen community type

Locate their community on a map Provide written descriptions of the people, natural resources, geography and

occupations found in their communities

Motivation:Students will be researching their community type. This understanding of what it is trulylike which will help them in creating their project.

Review of previously learned material/lesson connections:Yesterday students selected which community type (rural, suburban or urban) they aregoing to study. Each group learned how to conduct research online and using

nonfiction books found in the classroom library.

Students will fill out graphic organizers. (Students can work together in groups toanswer all the questions or can divide questions up amongst group members.)

Materials:

Laptop computers to conduct research online

Rural, urban and suburban book baskets


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Handouts for each student with the website names and URLs they should use toconduct research

Graphic Organizers 3 Tent cards (1 tent card for each community type: rural, urban and suburban;

Place tent cards in different areas of the room prior to the lesson)

Index cards

Presentation of New Materials:Begin lesson with all students at the mat. Review the meaning of the following termswith the class: geography, natural resources, weather and environment. Ask the classto come up with examples for each of these categories.

Guided Practice:Meet in the classroom library with any students whom you determine had difficultycreating their concept maps.

Independent Practice:

Students whom you are not meeting with should sit at the table labeled with the name oftheir community.

Students use the non-fiction books and websites to find the information needed toanswer the questions on their graphic organizers. They will use the information fromtheir organizers to build their communities in a later lesson.

Closure:On index cards have students write down two things they learned about theircommunity.

Social Learning/Student Interaction:Fifteen minutes prior to the end of the session students will meet in groups and use theirgraphic organizers to share their research findings with each other and providefeedback to group members.

Students can add to their organizers as they share information with their peers.

Assessment:Circulate throughout the room to ensure students remain on-task and to assist with theresearch process as needed, making sure to guide students rather than provide theanswers.

Teacher will collect and review each students graphic organizer to ensure st udents areproviding accurate and thorough answers. Teacher conferences individually withstudents who are having difficulty completing their graphic organizers.

Teacher will review the index cards to determine what students have learned.

Logistics:Teacher will collect graphic organizers at the end of this session to make photocopies ofthem before the end of the school day. Students will bring home a copy of their graphic


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organizer and add information to it for homework. Let them know they have one moreperiod in class tomorrow to complete it. They can take books home from the library oruse computers to research information if they have them in their homes. Please storethe original graphic organizers in the manila folder labeled Community GraphicOrganizers. This will serve as a backup in case students misplace them.


Standards/Objectives Met:Standard - ARTS2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resourcesavailable for participation in the arts in various roles.

Key Idea Code - ARTS2.VA: Visual ArtsKey Idea - ARTS2.VA4: Visual Arts

Students will know and use a variety of visual arts materials, techniques, andprocesses. Students will know about resources and opportunities for participation invisual arts in the community (exhibitions, libraries, museums, galleries) and useappropriate materials (art reproductions, slides, print materials, electronic media).Students will be aware of vocational options available in the visual arts.Academic Level - ARTS2.E.VA4: ElementaryPerformance Indicator - ARTS2.E.VA2A:Students understand the characteristics of various mediums (two-dimensional, three-dimensional, electronic images) in order to select those that are appropriate for theirpurposes and intent (a).Performance Indicator - ARTS2.E.VA2B:

Students develop skills with electronic media as a means of expressing visual ideas (b)

Overview:Students will be creating a blueprint, adetailed paper-based reproduction that they willuse to create their diorama. Students will also complete a material checklist indicatingthe supplies they need for their dioramas.


Design a blueprint for their diorama using TuxPaint or with colored pencils andgraph paper

Identify the materials they need for their diorama project

Motivation:Students will be using the detailed plans (blueprints) they create today to make theirdiorama.

Review of previously learned material/lesson connections:Today students will create a blueprint for their diorama. The blueprint the studentscreate today complements their graphic organizer and concept maps they have already
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made. The blueprint, graphic organizer and concept maps are all planning tools thestudents can refer to as they design their communities.

Materials:

Computer with Tux Paint Colored Pencils Graph Paper

Material Checklist Students concept maps (from a previous lesson) Students graphic organizers (from a previous lesson)

Chart Paper

Lap top computers (for students who wish to use Tux Paint) 1 Diorama Planning Sheet for each student (included at the end of all of the

lessons)

Ball

Presentation of New Materials:Students begin the period at the mat. Tell students they will be architects today.Review the meaning of the word architect and the responsibilities of an architect whichinclude creating a blueprint prior to working on their project. Model for them how tocreate a blueprint using TuxPaint. (The website for tux paint is: http://tuxpaint.org/) andsketch another example of a blueprint using colored pencils and chart paper.

Display the diorama planning sheet and material checklist on the Smartboard. Explainhow to complete each of these.

Dismiss students from the rug by group name - rural, suburban and urban. (Table tents

with the different group names should be placed on the tables so students know whereto sit.)

Independent Practice:Students have a choice to design their blueprint using Tux Paint, an online drawingprogram they are familiar with or by drawing their plans with colored pencils

They must also complete the diorama planning sheet and material checklist

Closure:Toss a ball to students. The person that catches the ball must quickly and verballyshare one thing they learned about their community today.

Social Learning/Student Interaction:Students within the same groups exchange completed graphic organizers and providefeedback to their peers while teacher is conferencing with other students.

Students within the same groups work at the same tables and help each other asneeded.


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Assessment:Teacher will circulate throughout the room, visiting all three groups and providingassistance as needed. As students work on their planning sheets, teacher meetsindividually with each student for five minutes and review their graphic organizers andconcept maps to ensure that all required information is included. Students will verbally

describe their plans for their diorama which they will work on during tomorrows class.Logistics:Teacher will collect the completed graphic organizers at the end of this session andplace them back into the manila folder labeled Community Graphic Organizers.Teachers will store the material checklist in a separate folder entitled Diorama materials.Teacher will review each students material request list to ensure adequate quantitiesare available. Teacher will collect and review the students completed planning packetsat the end of this session and store them in the one of the three manila folders labeledCommunity Planning Packets. There are three folders one for each group (rural,suburban and rural) located in the top drawer of the file cabinet.

DAY 6Time Frame:2 periods (90 minutes)

Standards/Objectives Met:Standard - ARTS2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resourcesavailable for participation in the arts in various roles.

Key Idea Code - ARTS2.VA: Visual ArtsKey Idea - ARTS2.VA4: Visual ArtsStudents will know and use a variety of visual arts materials, techniques, andprocesses.Academic Level - ARTS2.E.VA4: ElementaryPerformance Indicator - ARTS2.E.VA2A:Students understand the characteristics of various mediums (two-dimensional, three-dimensional, electronic images) in order to select those that are appropriate for theirpurposes and intent (a).Performance Indicator - ARTS2.E.VA2B:Students develop skills with electronic media as a means of expressing visual ideas (b)

Key Idea 3.1:1. Geography can be divided into six essential elements, which can be used to analyzeimportant historic, geographic, economic, and environmental questions and issues.These six elements include: the world in spatial terms, places and regions, physicalsettings (including natural resources), human systems, environment and society, andthe use of geography.Students will:
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3.1b: draw diagrams that serve as representations of places, physical features, andobjects3.1c: locate places within the local community, state and nation;

Overview:

Students will be making their dioramas today depicting their chosen community types. Statement of Objectives:At the end of this lesson, students will be able to:

Graphically depict their chosen community in a diorama

Motivation:Students will create their dioramas to be displayed during the gallery walk in theauditorium.

Review of previously learned material/lesson connections:

Students will use their graphic organizers, concept maps and planning sheet to createtheir diorama.

Materials:

Planning diorama packets (from yesterdays lesson) Material checklist sheets (given to each student along with their requested

supplies)

Magazines

3 Table Tents (1 for each group rural, urban and suburban)

Diorama Assessment Rubric (included at the end of all of the lessons)

Presentation of New Materials:Students begin the period at the mat. Inform students that they can include images theyhave drawn and/or get images from the computer and from magazines located at theirtables.

Explain the Diorama rubric to them and answer any questions they may have. Theyshould refer to this rubric as they create their projects.

Tell students that each diorama will be unique even if students are creating the sametype of community.

Encourage student creativity and exploration with materials.

As you dismiss students from the rug by group name - rural, suburban and urban -inform them that their requested supplies are at their seats (Table tents with thedifferent group names should be placed in different areas of the room so students knowwhere to sit.)


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Closure:Each group present three key ideas they learned about their community as they madetheir diorama that they think students in the other groups should know.

Independent Practice:Students create their dioramas, referencing the rubric and using their diorama planningsheet, graphic organizers and concept maps.

Social Learning/Student Interaction:Students within the same groups work in the same area of the room and help eachother as needed.

AssessmentTeacher will circulate throughout the room, visiting all three groups and providingassistance as needed.

Use the urban, suburban and rural community diorama rubric (included at end oflessons)

Logistics:Teacher collects the planning materials: graphic organizers, concept maps and dioramaplanning sheet.

Students will place their completed dioramas on the empty bookshelves next to themailboxes in the front of the room by the door. The bookshelves have been labeled bycommunity type (rural, suburban and urban). Direct students to the appropriate shelves.Communities of the same type should be stored together.

DAY 7

Time Frame:2 periods (90 minutes)

Standards/Objectives Met:Standard - ARTS2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resourcesavailable for participation in the arts in various roles.Key Idea Code - ARTS2.VA: Visual ArtsKey Idea - ARTS2.VA4: Visual ArtsStudents will know and use a variety of visual arts materials, techniques, andprocesses.

Academic Level - ARTS2.E.VA4: ElementaryPerformance Indicator - ARTS2.E.VA2A:Students understand the characteristics of various mediums (two-dimensional, three-dimensional, electronic images) in order to select those that are appropriate for theirpurposes and intent (a).Performance Indicator - ARTS2.E.VA2B:Students develop skills with electronic media as a means of expressing visual ideas (b)Key Idea 3.1:


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1. Geography can be divided into six essential elements, which can be used to analyzeimportant historic, geographic, economic, and environmental questions and issues.These six elements include: the world in spatial terms, places and regions, physicalsettings (including natural resources), human systems, environment and society, andthe use of geography.

Students will:3.1a: study about how people live, work, and utilize natural resources3.1b: draw diagrams that serve as representations of places, physical features, andobjects3.1c: locate places within the local community, state and nation;3.13: investigate how people depend on and modify the physical environment

Overview:Students will create information packets (travel booklets) to accompany their dioramas.


Identify and label the oceans closest to their community Given a map, locate their communitys country, continent, city and county

Write about the natural resources and activities within their community

Provide written directions to their community from New York City

Review of previously learned material/lesson connections:Students will use the map skills they learned during the first lesson in this unit.

Motivation:The booklets that the students design today will be given out to visitors during the

gallery walk. The booklets will be displayed with the students dioramas during thegallery walk in the auditorium.

Materials:

Smartboard Laptop computers (for each student)

Travel Booklets (to various places so students see examples)

Welcome to My Community Booklet (1 for each student) (template is included atthe end of all of the lessons)

Travel Booklet Assessment Rubric (included at the end of all of the lessons)

Presentation of New Materials:Students begin the period at the mat. Show students different samples of travelbooklets. Display the Welcome to My Community booklet on the Smartboard. Clarifywhat students are expected to do on each page of their community booklet. Studentscan include drawings in their books.

Explain the travel booklet rubric to them and answer any questions they may have.They should refer to this rubric as they create their projects.


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Dismiss students from the rug by group name (rural, suburban and urban)

Independent Practice:Students will use laptop computers to create their booklets.

Students should refer to their concept maps, planning sheets and graphic organizers to

find information for the booklets.

Closure:As a class, select students to discuss what they learned today and its relevance.

Social Learning/Student Interaction:Although students should work on their booklets independently, please allow students inthe same groups to work in the same area of the room and help each other if needed.

Assessment:Teacher circulates throughout the room providing assistance as needed.

Teacher uses the travel booklet rubric to review the students travel booklets.

Logistics:Teacher will collect the completed travel booklets at the end of the periods and storethem in the folder with the appropriate group name.

DAY 8Time Frame:2 periods (90 minutes)

Standards/Objectives Met:Standard - ARTS2: Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resourcesavailable for participation in the arts in various roles.

Key Idea Code - ARTS2.VA: Visual ArtsKey Idea - ARTS2.VA4: Visual ArtsStudents will know and use a variety of visual arts materials, techniques, andprocesses.Academic Level - ARTS2.E.VA4: ElementaryPerformance Indicator - ARTS2.E.VA2A:Students understand the characteristics of various mediums (two-dimensional, three-dimensional, electronic images) in order to select those that are appropriate for their

purposes and intent (a).Performance Indicator - ARTS2.E.VA2B:Students develop skills with electronic media as a means of expressing visual ideas (b)Key Idea 3.1:1. Geography can be divided into six essential elements, which can be used to analyzeimportant historic, geographic, economic, and environmental questions and issues.These six elements include: the world in spatial terms, places and regions, physical


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settings (including natural resources), human systems, environment and society, andthe use of geography.Students will:3.1a: study about how people live, work, and utilize natural resources3.1b: draw diagrams that serve as representations of places, physical features, and

objects3.13: investigate how people depend on and modify the physical environment.Standard Area: Mathematics, Science and TechnologyStandard - MST5: TechnologyStudents will apply technological knowledge and skills to design, construct, use, andevaluate products and systems to satisfy human and environmental needs.Key Idea Code - MST5.CT: Computer TechnologyAcademic Level - MST5.E.CT3: ElementaryPerformance Indicator - MST5.E.CT3B:Students use the computer as a tool for generating and drawing ideas.

Key Idea Code - MST5.TR: Tools, Resources and Technological ProcessesAcademic Level - MST5.E.TR2: ElementaryPerformance Indicator - MST5.E.TR2E:Students use appropriate graphic and electronic tools and techniques to processinformation.

NYS Core Curriculum in English Language ArtsSL.2.1. Participate in collaborative conversations with diverse partners about grade 2topics and texts with peers and adults in small and larger groups.

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectfulways, listening to others with care, speaking one at a time about the topics and

texts under discussion). Build on others talk in conversations by linking their comments to the remarks of

others.

Ask for clarification and further explanation as needed about the topics and textsunder discussion.

Overview:Today students work in groups with peers who chose the same community type tocreate a presentation that describes the characteristics of their chosen community type.When they finish working on their presentation, give them time to rehearse.


Deliver an oral presentation on their chosen community type

Motivation:Each of the three groups of students will present to the class tomorrow and to visitorsduring the gallery walk next week. Each presentation should last approximately tenminutes.
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Review of previously learned material/lesson connections:Students using their concept maps, graphic organizers and planning sheets that theycreated in previous lessons to create their group presentations.

Materials:

Smartboard (set timer on for 1 hour) Art Supplies (markers, crayons, rulers, scissors, glue, sparkles)

Poster board

Chart Paper (for groups deciding to make a chart)

Group organizer (template is included at the end of all of the lessons) Students concept maps (from past lessons)

Students travel booklets (from past lessons)

Students graphic organizer(from past lessons)

Presentation of New Materials:Provide information to the students as they are sitting at their desks. Go over

characteristics of effective presentations (speaking volume, pacing, and amount ofdetail). Tell students that they will be presenting their chosen community type in agroup with their classmates who chose the same community types. Students shouldwork together as a group to create their presentation which they will deliver in class andduring the gallery walk. Encourage students to include as much detail as possible intheir presentations, assuming that the people they are presenting to have never visitedtheir chosen community type. Inform students that they have 1 hour to complete theirpresentation and then it will be time for them to rehearse. (Set timer on Smartboard for1 hour.)

Let students choose spots to work as a group where they feel they will be most

productive.

Independent/Group Practice:As a group, students will create their presentation to be presented to the class andduring the gallery walk in the auditorium.

Students can refer to their concept maps, graphic organizers and travel booklets tocomplete their group organizer and prepare their presentation. Give each group agroup organizer to complete. They must include this information in their presentationbut they can decide on the format. Suggestions for formats include plays, posters,songs and charts although groups are free to choose any format they like.

Closure:Have students write two to three sentences about what they learned today. They couldwrite about their communities or some aspect of working in groups.

Social Learning/Student Interaction:Students work in groups to create and rehearse their presentations.


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Assessment:Teacher circulates throughout the room providing assistance as needed and listens tothe groups as they rehearse offering feedback and suggestions

Logistics:Teacher will give each group a folder labeled with their group name. Students will storetheir presentation information in this folder and will place it on the bookshelf next to theirdioramas.

If any of the groups made large charts or posters, they can clip them to the stringhanging in the room using clothespins to ensure the posters or charts do not getcreased.

After 1 hour, ring a bell and tell students it is time to rehearse their presentations.

Day 9Time Frame:1 period (45 minute)

Standards/Objectives Met:NYS Core Curriculum in English Language ArtsPresentation of Knowledge and Ideas

SL.2.4. Tell a story or recount an experience with appropriate facts and relevant,descriptive details, speaking audibly in coherent sentences.

SL.2.5. Create audio recordings of stories or poems; add drawings or other visualdisplays to stories or recounts of experiences when appropriate to clarify ideas,thoughts, and feelings.

SL.2.6. Produce complete sentences when appropriate to task and situation in order toprovide requested detail or clarification.

Overview:Each group of students will make their presentations in the classroom to the teacherand to the other students who did not select their community type.

Motivation:The students are giving their presentations in front of a live audience of their peers.They will deliver these same presentations to family, friends and students during the

upcoming gallery walk.Review of previously learned material/lesson connections:In groups, students are delivering the presentations that they created and practicedyesterday.



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Behave in a manner appropriate for an audience member

Materials:

Students presentation materials (charts, posters, music, etc)

Chairs (arranged in rows like in a theater)

Video camera

Presentation of New Materials:Review with the students the expectations for good audience members (no talking ordistracting presenters, clapping at the end of each presentation) Tell students they willhave the opportunity to ask questions at the end of each presentation.

Closure:On index cards have students write down two things they liked about their classmates presentation and one thing they think their classmates can do to improve theirpresentation.

Social Learning/Student Interaction:Students conduct their presentations as a group. When a group is not presenting, theysit with other students and act as audience members.

Assessment:Teacher will listen to the presentations and ask thoughtful questions to the groupmembers.

Teacher will observe the behavior of the audience members.

Logistics:

Leave space in the front of the chairs for students to make their presentations.Please get the video camera from the assistant principal so that you can record eachgroups performance. (The assistant principal will go over the cameras operatinginstructions.)

Select a group to go first by having one member from each group pick a straw. Theother groups are audience members and sit in the chairs set up in front of thepresentation area.

When the each groups presentation reaches nine minutes, please hold one finger up toinform students that their presentation time is almost over

DAY 10Time Frame:1 period (45 minute)

Standards/Objectives Met:Key Idea 3.1:1. Geography can be divided into six essential elements, which can be used to analyzeimportant historic, geographic, economic, and environmental questions and issues.


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These six elements include: the world in spatial terms, places and regions, physicalsettings (including natural resources), human systems, environment and society, andthe use of geography.Students will:3.1d: identify and compare the physical, human, and cultural characteristics of different

regions and people

Overview:As a class students are going to create a Venn diagram comparing and contrasting thethree different types of communities.

Review of previously learned material/lesson connections:This lesson involves all 3 community types. Prior to this lesson, each group of studentshad only been studying their chosen community type in-depth.


State and recognize defining characteristics of rural, urban and suburbancommunities

Compare and contrast the three different community types

Motivation:Students can contribute what they learned about their chosen community as theyexplore other community types.

Materials:

3 index cards per child with each card labeled rural, suburban or urban

Venn diagram (template is included at the end of all of the lessons)

K-W-L chart (from the first lesson in this unit)

Pen and notepad (to record names of students having difficulty playing the game)

Presentation of New Materials:Have students sit on the mat in front of the Smart board. Review what a Venn diagramis. (A tool used to compare and contrast different things)

There is a Venn diagram document for the Smart Board. Complete the Venn diagram

Complete the third column on the K-W-L chart.

Guided Practice:Play the index card community game. (Verbally name attributes found in the variouscommunities. (Example: If I say lots of crowds and tall buildings, students will beexpected to hold up urban. If I say residents living here are similar, students will beexpected to hold up rural, suburban and urban index cards)


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Students receive three index cards, each with the name of a different community type.Students hold the index card or cards where the attribute can be found.)

Independent Practice:Disseminate the feedback cards from yesterdays lesson and give the students time toincorporate the suggestions and revise their presentations.

Social Learning/Student Interaction:Students will work as class to complete the Venn diagram and KWL chart.

Assessment:Monitor students as they display index cards. (Write down the names of any studentshaving difficulty with this game)

Logistics:Remind students that tomorrow is the gallery walk/presentation day for family, friendsand students in other classes.

DAY 11Time Frame:3 periods (2 hours 15 minutes)

Standards/Objectives Met:Comprehension and CollaborationSL.2.1. Participate in collaborative conversations with diverse partners about grade 2topics and texts with peers and adults in small and larger groups.

Overview:Today is gallery walk day! Parents, family members, friends, teachers and students will

be viewing the students dioramas, and travel booklets in the auditorium.

Materials:

Each students diorama and travel booklets Class KWL chart

Class Venn diagram Each groups presentation (3 in total)

Laptop computer with the video of students presentations uploaded to it (will beshown on screen in auditorium) throughout gallery walk

Feedback cards for visitors to complete as they tour the different communities

Schedule with each groups presentation times

Presentation Time:Students stand by their displays as visitors walk the gallery. Create a schedule for eachgroup to make their presentations at two different times.

Closure:Have students write down three things they learned this unit.


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Social Learning/Student Interaction:Students will present their dioramas and booklets to all visitors at the gallery walkStudents answer questions presented by the visitors.

Assessment:During the gallery walk, present visitors with index cards containing specific questions toask the students. Informally assess students knowledge by monitoring this conversationwhile circulating throughout the gallery.

For homework and to further assess students learning, tell students to answer thereflection questions about this project. (Template is included at the end of all of thelessons)

Logistics:Prior to the students arrival at school, label each display table in the auditorium with thewords rural, suburban or urban so students know where to set up their projects.

Bring the KWL chart, Venn diagram, laptop computer, feedback cards and travelbooklets to the auditorium.

The video of the in-class presentations is displayed on the screen on the auditoriumstage. The class KWL chart and Venn diagram are clipped onto easels in front of thestage,

Have students walk as a class in their designated line spots with their dioramas to theauditorium.

Let students set up their displays. Hand out travel booklets.

Unit - Component 5

Documents

Transcript of Unit - Component 5