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Social Studies – Second GradeUnit of Study: Our Earth

Third Grading Period – Unit 1 (5 Weeks) CURRICULUM OVERVIEWBig Idea Unit Rationale

Enduring Understandings□ Landforms have identifying characteristics.□ Maps are tools geographers use to identify locations of landforms, regions, and

cities.□ Characteristics of place influence where people live and what they do there.□ People depend on the natural environment to satisfy their basic needs.□ We must care for our Earth and its natural resources.

Essential Questions□ What does a geographer do?□ What are characteristics of different landforms?□ How do maps help us?□ How do people use our Earth to meet basic needs?□ What influences where people live?□ Why is it important to keep our Earth healthy?

It is important for children to understand the Earth’s landforms and bodies of water, and how this helps shape the locations and characteristics of communities. Maps help us locate both landforms and cities in the world. Countless maps exist, but they all address three basic questions: Where am I? Where do I want to go? How do I get there? Understanding a map can shed light on a people's everyday life through the technologies, social structures, and environments that shape and influence their world.

Lessons for this Unit

□ Lesson 1 – Interview with a Geographer (Weeks 1 and 2 – 8 days)□ Lesson 2 – Where People Live (Week 3 – 5 days)□ Lesson 3 – Caring for Our Earth (Weeks 4 and 5 – 10 days)

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

TEKS 2.6 Geography – The student understands the locations and characteristics of places and regions. C. Compare information from different sources about places and regions.TEKS 2.7 Geography– The student understands how physical characteristics of places and regions affect people’s activities and settlement patterns.

A. Describe how weather patterns, natural resources, seasonal patterns, and natural hazards affect activities and settlement patterns. B. Explain how people depend on the physical environment and its natural resources to satisfy their basic needs.TEKS 2.8 Geography – the student understands how humans use and modify the physical environment.

A. Identify ways in which people depend on the physical environment, including natural resources, to meet basic needs.

TEKS 2.10 Economics – the student understands the roles of producers and consumers in the production of goods and services.

B. Identify ways in which people are both producers and consumers

” I CAN” statements highlighted in yellow should be displayed for students Use a map key to interpret maps. (5A) Describe how my family uses the Earth’s land and water to satisfy our basic needs.

(8A) Determine advantages and disadvantages of various environments with respect to

meeting our basic needs. (8B) Identify the unique characteristics of landforms. (6A) Create a riddle to demonstrate my understanding of new vocabulary. (18B) Compare and contrast communities. (6C) Categorize places, such as a desert area, an island, and the plains, based on their

key characteristics. (6C) Identify ways people can conserve and replenish natural resources. (8D) Identify how humans modify their physical environment to satisfy basic needs. (8B) Identify patriotic songs such as America the Beautiful and This Land is Your Land.

(14A)

SAISD © 2008-09 – Third Grading Period Social Studies Second Grade Page 1 of 34

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

Skill

sTEKS 2.17 Social Studies Skills – The student applies critical thinking skills to organized and use information acquired from a variety of sources, including electronic technology.

A. Obtain information about a topic using a variety of oral sources such as conversations, interviews, and music.

B. Obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts.

E. Interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.

TEKS 2.18 Social Studies Skills -The student communicates in written, oral, and visual forms.

A. Express ideas orally, based on knowledge and experiences.A. Create written and visual material such as stories, poems, maps, and graphic

organizers to express ideas.

I can:

Learn new information from listening. (17A)

Learn new information using pictures, television, the computer, literature and artifacts. (17B)

Interpret information and identify the main idea (or predict, or compare and contrast). (17E)

Interpret information about geography using pictures and literature. (17A)

Express ideas orally about where people live and caring for our earth. (18A)

Create written and visual material about geography. (18A)

Explain what I have learned about geography and history in an oral presentation. (18A)

Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (19A)

Evidence of Learning□ Given a map, the student will identify the locations of specific landforms with 80% accuracy.□ Given a list of natural resources, the student will identify ways to both use and conserve them with 80% accuracy.□ Given a location, the student will describe how humans depend on and modify the environment to meet basic needs with 80% accuracy.□ Given an environmental problem, the student will follow the problem-solving and decision-making process to solve the problem with 80% accuracy.



Social Studies – Second Grade

Third Grading Period (3 days) Lesson 1: Interview with a Geographer CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Enduring Understandings□ Maps are useful tools in society, not only in everyday life to find directions, but

also in researching different parts of the world.□ Earth’s surface consists of landforms and bodies of water.□ A globe is a model of the earth.

Essential Questions□ How is our Earth beautiful and how can we keep it that way?□ What are characteristics of different landforms?□ How do we use maps?□ How do we use our Earth do meet our basic needs?□ How do natural resources, climate, and weather help people decide where to live?

□ Identify examples of and uses for natural resources in the community, state, and nation. (1st)

□ Locate places using cardinal direction. (1st) □ Create and use maps to locate and identify significant places. (1st)□ Identify problems and situations requiring decisions, gather information, consider

options, predict consequences, take action, and evaluate solutions/decisions. (1st)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…

Teacher note : Prepare for these lessons by having a variety of maps to distribute (zoo, Six Flags, Sea World, Mall of America, etc.).

Day 1:Activating Prior KnowledgeHook Activity Begin the unit with the song, This Land Is Your Land, on page 49. Have a U.S, map available to point out California, New

York, the Pacific Northwest, and the Gulf of Mexico. Share images accessed from the Internet, if possible, to share the beauty that is referred to. Utilize the Read Alouds and Primary Resources, page 10, for the lyrics. If at all possible, share images of the land Woody Guthrie sings about.

Discuss the different communities (New York), landforms (valleys), and uses (ribbon of highways) of our Earth as expressed in the lyrics.

Tell the students they will be learning about our Earth, its landforms, places we live, and how we use it to meet our basic needs. To build awareness of the key concepts of the unit, help students think about what they already know. Ten Most Important Words: Ask them to predict in pairs what they think the 10 most important words of the unit will be. Then pairs share their lists with another pair – and they agree to a final list which is then posted. The lists are continually referred to and revised. At the end of the unit, the class reflects on which ten were the most important after all.

I can:

Use music to learn about a topic. (17A)

Identify various landforms and the unique beauty of each. (6A)

Explore ways to protect our Earth.

Express ideas orally. (18A)

Express ideas in written and visual form. (18B)

Day 2:Guided Practice Look at the map on pages 52 – 53. Have students pair up, using the Say Something strategy: students take turns at

intervals reading the map, identifying ideas represented in the map. They may also respond to teacher questions such as: “What natural resources does the farm have that they use to satisfy basic human needs?” “How has the farm modified the environment…what might it have looked like before the farmer settled there?” “How does the map of the farm help visitors?”

Use the text on pages 54 – 55 to reinforce the concept of cause and effect, reminding students that as they learn about the Earth we live on and how we use it, we will be using this skill to gain information. In their journals, guide students to create a

Use maps to gain information. (5A)

Compare information from different sources about places. (6C)



T-Chart labeled Cause and Effect. Record the information from these pages here, leaving room to continuously add to it throughout the unit. Reading Strategy: Echo Read (Carbo, 1997) – the teacher reads and discusses the text, then reads a sentence or two, and the students repeat it using the same intonations.

Day 3: For a literature connection on maps, share A.A. Milne’s map of the 100 Acre Woods, or any other literary map to initiate a

discussion on the purpose of maps. Questions can include: What do you see in the map? Are there any symbols that Milne uses to help us understand the map? How is this map similar/different to other maps you’ve seen?

Using the book “As the Crow Flies: A Book of Maps,” initiate discussion on the uses of maps and the various types of maps. Display a map or an atlas to stimulate discussion on landforms. List and describe geographical shapes. Because each landform and body of water has its own special size and shape, initiate a discussion of some of the geographical features of the United States.

In their journals, students can reinforce their knowledge of new vocabulary using the Split Screen Strategy: divide the page in half vertically. Label the left “Words: Ideas and Details” and the right “Pictures: Sketches and Doodles” (no pictures). Use the images and text on pages 56 – 59 as the main resource. Supplement with other resources as you see fit.

For a real world application of what a geographer does, visit the website http://www.fieldmuseum.org/maps/research.asp to show a variety of ways mapping is used in our world.

Identify ways in which people depend on the physical environment. (8A)

Identify ways in which people have modified the physical environment. (8B)

Identify the effects of this modification, both positive and negative. (8C)

Identify ways people can conserve and replenish natural resources. (8D)

Independent Practice: Complete page 15 in the Workbook. Answer the questions and color the landforms and bodies of water. Optional Assessment: Make a map of your community using KidPix. Send the map and directions for getting to your school

from your home to a visiting speaker, the data clerk’s office, families, etc.

Draw maps to show places and routes. (5B) Identify major landforms and bodies of

water, including continents and oceans, on maps and globes. (6A)

Vocabulary: geography (geografia) landform (accidente geografico) compass rose (rosa na utical) natural resources (recursos naturales) modify (modificar)

Resources:Scott Foresman Social Studies Textbook – People and Places/Jente y lugares Send home the Dear Family guide for

Unit 2, page TE 23 and 24 Read Aloud and Primary Sources “This

Land is Your Land” pages 10 – 11. Unit 2 Lesson 1: Interview with a

Geographer pp. 56-59

Technology Integration: Explore Your State With Maps:

http://www.nationalgeographic.com/xpeditions/lessons/03/gk2/exploremaps.html

http://www.nps.gov Use this link to explore America’s range of national parks. It can be used along with the lesson: Geotourism, Be a Friend to Our Parks at http://www.nationalgeographic.com/xpeditions/lessons/06/gk2/geofriendly.html

Suggested Literature: Mapmaking with Children: Sense of

Place Education for the Elementary



http://www.nationalgeographic.com/xpeditions/lessons/06/gk2/geofriendly.html

http://www.nationalgeographic.com/xpeditions/lessons/06/gk2/geofriendly.html

http://www.nps.gov/




http://www.fieldmuseum.org/maps/research.asp

Years, by David Sobel (Teacher Reference)

Blast Off to Earth!: A Look at Geography, by Loreen Leedy

My America: A Poetry Atlas of the United States, selected by Lee Bennett (Teacher Reference)

The Armadillo from Amarillo by Lynne Cherry

My Map Book by Sara Finelly Where Do I Live? by Neil Chesanow Mapping Penny’s World by Loreen

Leedy Me On the Map by Joan Sweeney

Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-ReadinessAnticipated Skills for SAT/ACT/College Board

What do you do for students who need more support? Guide them to vocabulary acquisition of landforms

by using their hands as analogies for landforms (finger is a peninsula; knuckles are mountains, spaces between them are valleys, etc.)

Draw a map of their route from home to school.What do you do for students who master the learning quickly? Create riddles to demonstrate understanding of

new vocabulary. See TE page 61a for reference.

A ___________is an example of a landform.

A. park B. mountain

C. cloud

D. map key

Social Studies – Second GradeSAISD © 2008-09 – Third Grading Period Social Studies Second Grade Page 5 of 34


Third Grading Period (5 days) Lesson 1: Interview with a Geographer (continued) CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Enduring Understandings□ Maps are useful tools in society, not only in everyday life to find directions, but

also in researching different parts of the world.□ Earth’s surface consists of landforms and bodies of water.

Essential Questions□ How is our Earth beautiful and how can we keep it that way?□ What are characteristics of different landforms?□ How are maps used?□ How do we use our Earth do meet our basic needs?□ What are some□ How do natural resources, climate, and weather help people decide where to live?

□ Identify examples of and uses for natural resources in the community, state, and nation. (1st)

□ Locate places using cardinal direction. (1st) □ Create and use maps to locate and identify significant places. (1st)□ Identify problems and situations requiring decisions, gather information, consider

options, predict consequences, take action, and evaluate solutions/decisions. (1st)



Day :1Activating Prior KnowledgeGuide students to look through their social studies textbook to find pictures of bodies of water, landforms, weather, etc. Explain to students that these pictures describe geography. Hook Activity Ask students if they have ever been to a shopping center. Ask them, What kind of stores do you find? How do the

stores serve the people in the community? Give each student a brochure map from a large shopping center, preferably one with which they are familiar. [Note: If you don't have local brochures, you can print one from an online source. For example, the Mall of America includes a floor plan and a complete list of stores on its site.]

Show students how to use the map's key to find such places as restrooms, ATMs, restaurants, and pay phones, and have them find those symbols on their maps. Ask them (or tell them) how long it would take to walk from one anchor store (usually a large department store, such as Nordstrom or Sears) to another, so that they have a sense of distance. Using one anchor store as a reference point, ask them if various stores and facilities are close to it or far away. Would it take a long time to walk there, or just a little time? Why is it important for the shopping mall to provide maps?

Ask students to name businesses or services they might look for if they went to a shopping center and see if the class (or teacher) can find them on the index. Ask them why those places are important to them. Would their parents be likely to look for the same business or service, or a different one? Do students sometimes have to go into stores with their parents that they don't want to go to?

I can: Find pictures of bodies of water, weather,

landforms, etc. to explain the meaning of geography.

Use the symbols on maps to gain information. (5A)

Draw maps to show places and routes. (5B)


Identify major landforms and bodies of water on maps and globes. (6A)

Locate the community, Texas, the United States, and selected countries on maps and globes. (6B)

Day 2:Guided Practice Ask students to think about places that are important to them and to other people in their community. If possible, access

images of neighborhood businesses, places of worship, parks, etc. You can use Google or Yahoo! to look for Web sites for your school, the airport, zoo, etc.

Show students a map of Texas or of San Antonio and ask them to identify places that they think are important. If you are using a wall map, ask a student to come to the map and name and point to a place on the map, explaining why he or she thinks it is an important place. Ask the other students if the site is important to them, too, and have the class discuss why






http://www.yahoo.com/

http://www.google.com/

it is or is not important to all of them. Using colored stickers, mark places students agree are important to all of them on the map. Use different-colored

stickers to mark places that are special to only one or some of the students. Encourage students to recognize that some places are important to many members of the class (e.g., the city where

they live or an amusement park that many of them enjoy), while some may be important to only one (e.g., "the church I attend," or "the lake where I caught a big fish").

Let them know that this discussion will be referred to later as they learn about why people live where they do and how that affects our Earth.

Day 3: Refer to the skills lesson on pages 60 -61 of the text. Refer to the key components of the map (title, direction key, map

key, labeled features) and let them know when they create their own maps, they too will have these components included. In pairs, students can answer the questions on page 61. What landforms are represented on the map?

Share other maps that you have collected with the students (zoo, Six Flags, museums, map of your school, landform maps, etc.). Pair them up to discuss what they see and learn. Walk around the room, facilitating their learning by asking general questions such as: “What is the purpose of this map? (main idea)” What does the key show you?” Why are the elements in the key important to the map?” (supporting details) “Who would need to use this map?” “Why?”



Day 4: Independent Practice In their journals, students will draw a map of San Antonio. This should be a “free drawing,” so there will be no need to

give specific directions on what to draw. They will use their prior learning about maps and their discussions about important places as a guide for what to include.

Discuss students’ pictures. What features of San Antonio did most students draw? What are some of the more unusual things students included? What features does everyone agree are important to San Antonio? Why were some features included and others left out?



Day 5:Extension Use this day to complete work in their journals: illustrated vocabulary, cause-effect entries, and their map of San

Antonio. Facilitate learning as you move about the class through your questioning and praise for their thinking and efforts.




Vocabulary: map (mapa) geography (geografia) landform (accidente geograpfico)

Resources:Scott Foresman Social Studies Textbook – People and Places/Jente y lugares Unit 2, Lesson 1 – Interview With a

Geographer pp. 56-59 Landforms and Water on a Map – pp. 60-61Suggested Literature: Mapmaking with Children: Sense of Place

Education for the Elementary Years, by David Sobel (Teacher Reference)

Blast Off to Earth!: A Look at Geography, by Loreen Leedy

My America: A Poetry Atlas of the United States, selected by Lee Bennett (Teacher Reference)

Evidence of LearningSAISD © 2008-09 – Third Grading Period Social Studies Second Grade Page 7 of 34



What do you do for students who need more support? Provide multiple opportunities for students to read

different maps (zoo, amusement parks, museums, geographic, etc.)

What do you do for students who master the learning quickly? Using a map of Texas for reference and a blank

template of Texas, tell students they will create a map of the landforms and water found in and around Texas. Remind them to include the key components referred to earlier. Color and label appropriately.

People use maps to find--

A. their way to certain places.

B. information about people.

C. ways to make new friends.

D. help them choose books.

Social Studies – Second GradeThird Grading Period (5 days) Lesson 2: Where People Live CURRICULUM GUIDE

Essential Questions Essential Pre-requisite SkillsEnduring UnderstandingsSAISD © 2008-09 – Third Grading Period Social Studies Second Grade Page 8 of 34


□ The world around us changes daily.□ The environment is everything around us.□ Human activities affect the physical characteristics of the land.

Essential Questions□ Why do people live where they do?□ How do they use the natural resources to meet their basic needs?□ How do people modify (change) the world around them?

□ Identify and describe physical and human characteristics of the environment. (1st)□ Identify examples and uses of natural resources in community, state, and nation. (1st)□ Obtain information from a variety of sources. (K)□ Sequence and categorize information.(K)□ Identify main ideas from sources. (K)



Day 1:Activating Prior KnowledgeTo develop chronological thinking skills, search for two or more maps of the same city at different time periods and compare them, with an eye toward understanding the rapid growth of cities and the changes in urban life over time. Compile a list of changes as shown by the maps. To access historical maps of San Antonio, perform a Google search with the terms “historic maps” +”san Antonio

history”. To visit the Perry-Castañeda Library: www.lib.utexas.edu/maps/historical/historic_tex_cities.html . Visit the Institute of Texan Cultures’ web site for maps of the city and historic districts.Hook Activity Show images of San Antonio (or any other city) long ago and today. How has the city changed? Why might this be?

Why do you think people settled in this city? What resources were available to meet their basic needs? ` Have students analyze various historical maps with a particular focus on nearby natural resources and how these can

be used.Day 2: If you have Internet and a projector, explore a virtual “new suburb” at

http://www.nationalgeographic.com/features/00/earthpulse/sprawl/index_flash.html . Explain that this site shows pictures of a town that is designed to look like a traditional (“old-fashioned) town or city center rather than a modern suburb. Guide a discussion about the differences between a city and a suburb, a small town and a rural area. Explain that the suburbs closest to the city are usually older than the suburbs farther than the city. Ask students to list the good things about living in the each of these areas. Then ask them to list the things they think would not be so good about living in each place.

If you do not have projection capabilities , refer to the textbook, pages 62 – 67. Explain that this lesson talks about three different places in the United States. Use the PREP (Preview, Read, Examine, Prompt) Learning Guide (Billmeyer, 2004).

Tell the students that they will think of 2-3 questions before reading. Introduce the topic of where people live by previewing the pictures and maps on these pages. Discuss with partners what they read (captions, labels, and format of text) and have them relate the topic to their own experiences.

Ask students to formulate from one to ten questions that they hope to have answered in the text and record them in their journals. Have them guess responses in small groups.

Read the text aloud to/with the students or have them read alone or in pairs. Ask them to answer the questions or to check on their guesses. Have them respond to the reading by responding to the questions on page 65 or comparing and contrasting two of the communities in a two-panel foldable.

I can:

Describe how the weather and land around people affects how they live. (7A)

Identify ways in which people depend on the world around them.. (8A)

Identify ways in which people have changed the world around them.

Explain how the world around us continues to change. (8D)

Use vocabulary related to chronology, including past, present, and future. (2B)

Name several sources of information about a given period. (3A

Compare information from different sources. (6C)

Interpret print materials, compare, and

contrast. (17E)

Think of 2-3 questions before reading about where people live.

Day 3:



http://www.nationalgeographic.com/features/00/earthpulse/sprawl/index_flash.html

http://www.lib.utexas.edu/maps/historical/historic_tex_cities.html

Guided Practice Ask children to scan pages 66 – 67, paying attention to the illustrations and photographs. With a partner, discuss what

they see and predict what they will be reading about. Explain how the culture of Native Americans emphasized respect for the Earth and taking care of our resources.

Initiate a discussion about people’s basic needs – food, water, clothing, and shelter. Ask children if they think people’s needs are different today from what they were long ago.

As you read the text together, ask the following questions: “What kinds of materials found in nature did they use to make their homes?” “How does weather affect the daily lives of people?” “How were animals used?”

In their journals, have students draw examples of resources on one side and how it was used on the other. Label their illustrations.

Day 4: Gather magazines, books, and travel brochures which illustrate places all around the world. This collection—along with

atlases, encyclopedias, and (if available) a networked computer for surfing the Internet—can become a geographic discovery center that serves your classroom.

Lead a class discussion about the natural and cultural characteristics of places. Natural characteristics include climate, landforms, soil, vegetation, and animal life. Cultural characteristics include languages, religions, political systems, economic systems, settlement patterns, transportation networks, and other manifestations of human activity.

Focus on the community served by your school. What attributes define it as a geographic place? Questions for your students to discuss include the following:

Who lives in your community? Is the neighborhood rural or urban? Do the people of your community speak several different languages or only one? How cold does it get in the winter? How warm in the summer? Does it rain much? Are there mountains, beaches, rivers, or deserts nearby?

Along with the class, select a handful of important criteria that help to define a place. Some of the most important include: number of people living there, temperature, annual precipitation, and the landscape, although there are plenty of other possibilities.

Look through and read pages 66 and 67 and look at the illustrations and pictures.

Explain what I think I will be reading about.(6C)

Talk about what people need to live. Think about the things needed to make

homes. Explain how the weather affects how people

live. Explain how we use animals to live.

Describe how natural resources and seasonal patterns affect activities and settlement patterns, (7A)

Explain how people depend on the physical environment and its natural resources to satisfy their basic needs. (7B)

Compare information from different sources. (6C)

Interpret visual and print materials to find the

main idea and to compare and contrast. (17E)

Obtain information about a topic using a variety of visual sources. (17B)

Days 5: Independent Practice Have your students cut out pictures of the places they find and present them in a chart or on a map of the world. If you'd

like to preserve your resource collection for another class, you can simply have students name and sketch the places they find. Share students' work in your classroom or other public areas such as hallway display cases.

OR Have students write letters to each other, following the letter format used in the text. Put names in a hat and have them

draw one to become a pen pal. They can write about their preferred place to live and explain why, or they may write on a teacher/student-determined topic related to the subject.

Express my ideas in both oral and written form. (18B)

Write letters to each other and create pen pals.

Vocabulary: climate (clima) weather (tiempo) season (estacio n)

Resources:

Scott Foresman Social Studies Textbook – People and Places/Jente y lugares

Unit 2 Lesson 3 - How and Where People Live - pages 66-67



http://www.nationalgeographic.com/xpeditions/atlas

Suggested Literature: Somewhere in the World Right Now, by

Stacy Schuett The Way to Start a Day, Byrd Baylor and

Peter ParnallEvidence of Learning


What do you do for students who need more support? Guide students to illustrate a picture of all of the

things they think they need to live. Ask students to share their illustrations.

What do you do for students who master the learningquickly? Challenge the students to look through the

collection of books, magazines, travel brochures, and Web sites to find illustrations of places that exemplify characteristics on the list they made.

They can glue the pictures into a foldable, categorized by any of a variety of ideas and labeled: heavily/sparsely populated; rural/urban; cold/hot; arid/wet; surrounded by land/water, etc.

A need is something that people—

A. do not really want.

B. must have to live.

C. want for recreation.

D. have fun doing.





Social Studies – Second Grade Third Grading Period (5 days) Lesson 3: Caring for Our Earth CURRICULUM GUIDE

Essential Questions Essential Pre-requisite SkillsEnduring Understandings□ We can protect our animal and plant world by understanding how it is organized

and becoming aware of what threatens it.□ Our personal choices can change our environment.

Essential Questions□ What are some concerns facing our environment today?□ How might they affect our future?□ What can we do to help?□ Who are some people who have made a difference to preserve our planet?

□ Use vocabulary related to chronology. (1st)□ Identify examples and uses of natural resources (1st)□ Identify and describe physical and human characteristics of the environment. (1st)□ Identify characteristics of good citizenship and historic and ordinary people who

exemplify these. (1st)□ Identify problems and situations requiring decisions, gather information, consider

options, predict consequences, take action, and evaluate solutions and decisions. (K)



Day 1:Activating Prior KnowledgeAsk students to think about what people do in their neighborhood to take care of the earth. Give students examples of people recycling.

Hook ActivityHave students sing the song, Show You Care on page 50 of the social studies textbook. Conduct a Web Quest on the Lorax at either http://hrsbstaff.ednet.ns.ca/susan/webquest.htm http://www.teacherweb.com/TN/WestValleyMiddle/TheLorax/ OR Read The Lorax, by Dr. Seuss or any of other suggested title (see resources below or select one of your own). According

to the theme of the Read-Aloud, the students will give six reasons to: (If the Lorax book is not available, have students read pages 82-85 in the social studies textbbok.)

o Aluminum, plastic, paper, and glasso Clean up littero Conserve treeso Keep the air cleano Protect wildlife

Record responses on butcher paper. Then have the students tell four ways to do any of the above. Record responses on butcher paper.

Day 2:In this lesson, students will hear stories that illustrate the importance of protecting the earth's resources, write a list of reasons it is important to recycle, clean up litter, keep the air clean, conserve water and trees or protect endangered animals. Then they will produce a letter to persuade their audience to protect the earth and its resources by telling why it's important and include simple ways it can be accomplished.

I can: Think about what people do in the

neighborhood to take care of the earth. Compare information from different

sources about places. (6C) Sing a song about caring for the earth.





Think about ways to take care of the earth’s resources. (8D)




http://www.teacherweb.com/TN/WestValleyMiddle/TheLorax/

http://hrsbstaff.ednet.ns.ca/susan/webquest.htm

Inform students that they will be writing a letter PREWRITING ACTIVITIES:

Write as many of the following headings on a piece of chart paper or colored butcher paper as you feel is appropriate: A. Reasons to keep the air clean

B. Ways to keep the air cleanC. Reasons to save treesD. Ways to save treesE. Reasons to recycleF. Ways to encourage recyclingG. Reasons to conserve waterH. Ways to conserve waterI. Reasons to conserve energyJ. Ways to conserve energyK. Reasons to protect wildlifeL. Ways to protect wildlifeM. Reasons to clean up litterN. Ways to clean up litter

The students can move from chart to chart. They will read each heading, and then add a specific reason or way to protect the earth to each list. The lists can then be posted around the room to help the students think of the most convincing reasons to protect the earth and the best ways to accomplish the things they propose.

Students may begin working on their letters during this class time or at a center.





Day 3:Guided Practice Have students continue working on their letter, providing mini-lessons as necessary.Day 4: The students can type their letters to the mayor with the help of a computer partner, teacher's aide, or upper-grade

student. Create response groups of six students each. Share the rubric below with students for use in the response group activity. RESPONSE GROUP ACTIVITIES:

1. Each student will read his or her letter to the response group. Each member should make a positive comment about the letter.2. Response group members will exchange papers. The first person will put a star by the specific area of the environment the letter is about. The papers will be exchanged again. The second reader will underline the reasons given in the letter for protecting the earth. The third time the papers are exchanged, the reader will circle the method mentioned in the letter to preserve the earth. The fourth reader will check to make sure the letter has a date, greeting, body and closing. The fifth reader will make sure all titles of respect have a capital letter at the beginning.

Persuasive Letter About The Environment - RUBRICName of Writer______________________________

Name of Evaluator_________________________________

1. Does the author tell what area of the environment they are worried about? Yes ----------- No 2. Does the writer give reasons for protecting the earth in this letter?

Yes ----------- No









3. Does the writer give ways to protect the earth in this letter?Yes ----------- No

4. Does this letter have a date, greeting, body and closing?Yes ----------- No

5. Do the first names, last names and titles of respect in this letter begin with capital letters?Yes ----------- No

What was the best reason you read in this letter for protecting the environment?

Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. (19B



Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. (19B)

Days 5: Independent Practice This day is an additional day to finalize and edit student letters to the mayor or other relevant audience. Express my ideas in both oral and written

form. (18B)

Vocabulary: natural resources (recursos naturales) conservation (conservacion)

Resources:


Unit 2 – Lesson 5 – Caring for Our Resources pp. 82 – 85

Suggested Literature: Farewell To Shady Glad e - Bill Peet The Lorax - Dr. Seuss The Berenstein Bears Don't Pollute

(Anymore) - Jan and Stan Berenstein For The Love Of Our Earth - P.K.

Hallinan Going Green - J. Elkington, J. Hales, D.

Hill, J. Makower Just A Dream - Chris VanAllsburg How To Save The Planet - Billy

Goodman



Aardvarks, Disembark! - Ann Jones The Giving Tree - Shel Silverstein

Technology Integration: For a teacher-friendly guide to use

Google Earth to document endangered animals around the globe, refer to the following website: http://gelessons.com/lessons/studentcontrol/k12science/endangeredplanet/endangeredplanet_s/index.html

ARKive is a unique collection of thousands of videos, images and fact-files illustrating the world's species. You can explore and search ARKive's continually expanding multi-media collection via the navigation bar at the top of every page. http://www.arkive.org/

Social Studies – Second GradeSAISD © 2008-09 – Third Grading Period Social Studies Second Grade Page 16 of 34


http://www.arkive.org/

http://gelessons.com/lessons/studentcontrol/k12science/endangeredplanet/endangeredplanet_s/index.html



Third Grading Period (5 days) Lesson 3: Caring for Our Earth - continued CURRICULUM GUIDE

Essential Questions Essential Pre-requisite SkillsEnduring Understandings□ We can protect our animal and plant world by understanding how it is organized

and becoming aware of what threatens it.□ Our personal choices can change our environment.

Essential Questions□ What are some concerns facing our environment today?□ How might they affect our future?□ What can we do to help?□ Who are some people who have made a difference to preserve our planet?

□ Use vocabulary related to chronology. (1st)□ Identify examples and uses of natural resources (1st)□ Identify and describe physical and human characteristics of the environment. (1st)□ Identify characteristics of good citizenship and historic and ordinary people who

exemplify these. (1st)□ Identify problems and situations requiring decisions, gather information, consider

options, predict consequences, take action, and evaluate solutions and decisions. (K)



Day 1:Explain that today is Presidents’ which is a national holiday (the country celebrates Abraham Lincoln’s birthday – last week on February 12 and George Washington’s birthday which will be on February 22). Discuss the significant accomplishments of these 2 presidents. Some time during the day, have students create a birthday card for both presidents, thanking them for their accomplishments.

Activating Prior KnowledgeThink about ways people try to take care of the earth such as recycling. Guide students in a discussion about this.

Hook Activity Continue the discussion of things people can do to keep the Earth beautiful. Share slogans and advertisements people

use to express the importance of protecting our Earth, such as: “Save Our Planet. Think Green.” Or “Don’t Be Fuelish!” Tell children they can make a poster with a slogan of their own and illustrate it related to a problem they will research.

Tell students to be prepared to select one of the issues they care about (it could be the same issue as the one they wrote about last week) and that the next few days will be devoted to conducting research. Think of several slogans as a class.

Students can later make T-shirts for their slogan.

I can: Understand why we celebrate

Presidents’ Day. Think about ways people take care of

the earth.




Days 2 and 3:Guided Practice Have students select a problem and find out more about it (such as the dilemma of losing animals to extinction. Allow the

students to brainstorm ways in which they can help save imperiled animals. A resource to consider might be the Wildlife Adoption Center from the website of the National Wildlife Federation: Wildlife Adoption Opportunities)..

This may be an opportunity for the librarian to teach a lesson on research skills, an opportunity for the students to utilize resources within your classroom, or you may provide a variety of resources related to the topic.


Compare information from different SAISD © 2008-09 – Third Grading Period Social Studies Second Grade Page 17 of 34


https://online.nwf.org/site/Ecommerce/?store_id=1681&s_src=NWFdechomepage&s_subsrc=textlink

It can also be an opportunity to collect real-world data, such as addressing the issue of the amount of trash we produce. Designate a rotating job called “The Environmentalist” who will carry an empty bag wherever you go. The rest of the class is responsible for picking up any trash and giving it to the Environmentalist. Deposit trash in a special can. Sort the contents into two piles: one for garbage and one for things that can be recycled. As children sort them (using rubber gloves), their ideas about what to do with an object may differ and pose opportunities for new learning. They can graph data and present their findings as well as possible solutions.

Another option could be to have students research people who have made a difference, prepare a presentation, and present to a class, the PTA, or another audience.

Teddy Roosevelt – created the first national park Rachel Carson – research on effect of pesticides

Have students brainstorm ways in which they can address the problem, Review the Rules of Brainstorming, while you act as scribe. Remind them that this is a process for generating a lot of ideas on a topic or problem without stopping to talk about or evaluate ideas as they are written down. Set a time limit.

All ideas are accepted – no one evaluates or comments on them as they are suggested. Ideas are simply recorded as given. (

As the facilitator, it is especially important to stay neutral in your reactions to each idea. Clarify only enough to get the idea recorded correctly.

Students should express whatever ideas they have without holding back. The more ideas the better; the wilder the idea, the better. Remember there will be a time for evaluation later. Repetition is OK. It isn’t worth the time or interruption to work out overlaps at this stage – and you don’t want

anyone to feel their idea was rejected. Piggybacking on someone else’s idea is encouraged. This is often the building block of a workable solution.

Day 4: Guide students to complete the Problem-Solving Template on page TR13 in the TE. Continue to provide time for research and discussion of the issue at hand while students work on a presentation format

for their ideas. This could include the poster mentioned earlier, or any other format. To integrate technology, refer to the TA-TEKS.

sources about places. (6C)





Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. (19B)

Day 5Independent Practice This day is an additional day to continue working on the student product. It will be important to allow sufficient time for

this, as the more seriously it is taken, the more students will see themselves as agents of change. Express my ideas in both oral and written

form. (18B)

Vocabulary: natural resource (recursos naturales) conservation (conservacion) environment (ambiente)

Resources:Scott Foresman Social Studies Textbook – People and Places/Jente y lugares

Unit 2 – Lesson 5 – Caring for Our Resources pp. 82 – 85

Suggested Literature: Where the Wisdom Lies: A Message

from Nature’s Small Creatures, by Hope Ives Mauran. It is packed with powerful messages about the vital role that the small critters play in



keeping our planet healthy. At the same time, this book creatively expresses the importance and necessity of becoming responsible stewards of the planet.

The Great Kapok Tree , by Lynne Cherry. Can be used to stimulate a discussion on preserving our Earth.

Farewell To Shady Glad e - Bill Peet The Lorax - Dr. Seuss The Berenstein Bears Don't Pollute

(Anymore) - Jan and Stan Berenstein For The Love Of Our Earth - P.K.

Hallinan Going Green - J. Elkington, J. Hales,

D. Hill, J. Makower Just A Dream - Chris VanAllsburg How To Save The Planet - Billy

Goodman Aardvarks, Disembark! - Ann Jones The Giving Tree - Shel Silverstein

Technology Integration: For a teacher-friendly guide to use

Google Earth to document endangered animals around the globe, refer to the following website: http://gelessons.com/lessons/studentcontrol/k12science/endangeredplanet/endangeredplanet_s/index.html

ARKive is a unique collection of thousands of videos, images and fact-files illustrating the world's species. You can explore and search ARKive's continually expanding multi-media collection via the navigation bar at the top of every page. http://www.arkive.org/



http://www.arkive.org/




Social Studies – Second GradeUnit of Study: People and Places in History

Third Grading Period – Unit 2 (4 Weeks) CURRICULUM OVERVIEWBig Idea Unit Rationale

Enduring Understandings The United States is a land of people who have diverse ethnic origins. People of different cultures and traditions contribute to the community, state, and

nation. Immigrants had to leave behind the familiar and be prepared for the unexpected. Artifacts provide us with useful information about the past and what life might have

been like. The contributions of ancient cultures have influenced our present world. Individuals, both historic and modern, have impacted the way we communicate,

move from place to place, and live our daily lives.Essential Questions Why did many immigrants choose to leave their home countries and come to the

United States? How do photographs, documents, and other primary sources help us understand

the past? How are Ellis Island and Angel Island similar? How are they different? How did people travel and communicate in the past? Why do people invent things? How do people show courage in their actions?

It is important that students understand why others immigrate to our country and that they bring with them a rich history of culture and tradition. Contributions from other cultures have influenced the world in terms of architecture, inventions, the calendar, and written language. Many historic figures, who embody the American values of individualism and inventiveness, have impacted communication, transportation, and modern conveniences.

Lessons for this Unit

□ Lesson 4: Family History: Immigration (Week 6 – 5 days)□ Lesson 5: A Step Back in Time (Week 7 – 5 days)□ Lesson 6: Linking Our World (Week 8 – 5 days)□ Lesson 7: Meet Robert Fulton/Inventor (Week 9 – 5 days)

TEKS TEKS Specificity - Intended Outcome

TEKS 2.1 History B. Identify and explain the significance of various community, state, and national landmarks such as the county courthouse and state and national capitol buildings.

TEKS 2.3 History A. Name several sources of information about a given period or event.

B. Compare various interpretations of the same time period using evidence such as photographs and interviews.

TEKS 2.5 Geography A. Use symbols, find locations, and determine directions on maps and globes.

TEKS 2.6 Geography A. Identify major landforms and bodies of water, including continents and oceans, on maps and globes. B. Locate the community, Texas, the United States, and selected countries on maps and globes.

” I CAN” statements highlighted in yellow should be displayed for students.

Identify and explain the significance of national landmarks such as Ellis Island and Angel Island. (1B)

Use pictures, records, letters, etc. to learn about people in the past. (3A) Learn about history by comparing different forms of information. (3B) Use my map skills to find locations around the world. (5A) Identify landforms and bodies of water. (6A) Locate various communities on a map and globe. (6B) Explain how people model good citizenship. (13A) Describe how inventions have changed communication, transportation and

recreation. (16A)



Con

cept

sTEKS 2.13 Citizenship

A. Identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good.

TEKS 2.16 Science, Technology, and Society.A. Describe how science and technology have changed communication,

transportation, and recreation.

Skill

s

TEKS 2.17 Social Studies Skills B. Obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts.

E. Interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.

TEKS 2.18 Social Studies Skills C. Express ideas orally based on knowledge and experiences.

I can: Obtain information about family history using a variety of visual sources. (17B) Obtain information about the past using pictures, graphics, television, and

literature. (17B) Find the main idea and compare/contrast ideas related to inventions. (17E) Explain what I know and how I know it. (18A) Describe the inventions of the past and explain these inventions orally. Express ideas orally about the inventor, Robert Fulton.


□ Given a set of pictures, students will categorize them as past, present, and future with 80% accuracy.□ Given a problem scenario that requires courage to act, students will determine a response that demonstrates good citizenship with 80% accuracy.□ Given an example of an invention of communication or transportation, students will describe how science and/or technology has changed the object with 80% accuracy.



Social Studies – Second GradeThird Grading Period (5 Days) Lesson 4: Family History: Immigration CURRICULUM GUIDE

Essential Questions Essential Pre-requisite SkillsEnduring Understandings□ Immigrants are an important part of our country’s history and have contributed to

our culture.□ Holidays, landmarks, and artifacts tell about the past.

Essential Questions□ Why are photographs good sources of information about the past?□ What are some reasons immigrants choose to leave their home countries and

begin a new life in the United States?

□ Use vocabulary related to time and chronology. (K)□ Identify and compare family customs and traditions. (K)□ Identify contributions of historical figures. (1st)□ Compare and contrast the similarities of historical figures. (1St)□ Describe and explain the importance of beliefs, customs, and family traditions. (1st)



Any of the suggested read-alouds can be read during the reading block and can serve as opportunities to build prior knowledge.Materials preparation: family photos, the older the better; Day 1:Activating Prior KnowledgeHook Activity Bring in examples of photos from your past (or have children bring in some from their families, or download interesting

ones from the Internet, especially samples from Ellis Island or Angel Island). Tell students they will be READING PHOTOGRAPHS: using the information in the photos to infer (make a guess using clues) what life was like in history. If this is the first time to teach this skill, project the image so that it is large enough for all to see. Model this for the whole group, eliciting responses and modeling your own think-alouds. Record responses on chart paper (in a T-Chart: one side is for “I infer” and the other is for “Evidence.” A modified tool for the activity below is Examining a Photo.

Step 1: Observe – (This can be done alone, in pairs, or as a group.) Look at the photo quietly for one full minute. Cover the photo and list (or tell) everything you remember seeing. (If the students are struggling with independent writing, they may dictate. Don’t worry about spelling. The purpose is to remember details.) Uncover the photo and look again carefully. Correct mistakes on your list and add anything you missed. Write down any inscriptions or captions that came with the photo.

Step 2: Interpret – Put words to what you are seeing, using only the evidence in the photo. What is happening in the photo? Who are the people in the photo? What are they doing? How are they dressed? Where was the photo taken? What buildings or landscapes are pictured? What objects are in the photo? How do they work? When was it taken? Year? Season? Time of day? Do they seem aware of having their photo taken? How might that affect the story behind the picture?

Step 3: Imagine – Imagine the “context” of the photo – outside its frame and instant of time. (This will require some modeling and think-alouds from you.) What do you think happened just before this photo was taken? What might be about to happen next? What do you imagine is outside the frame of the photo? Why do you think this photo was taken? What relationship might the photographer have to the people, place, or event in the photo?

Day 2: Identify and explain the significance of national landmarks such as Ellis Island and Angel Island. (1B) Begin making a classroom timeline that will be added to throughout the end of the unit.

I can: Identify and explain the significance of

national landmarks such as Ellis Island and Angel Island. (1B)

Name several sources of information about a given period or event. (3A)

compare various interpretations of the same time period using evidence such as photographs and interviews. (3B)

Use symbols, find locations, and determine directions on maps and globes. (5A)

Identify major landforms and bodies of water, including continents and oceans, on maps and globes. (6A


Identify characteristics of good citizenship such as a belief in justice, truth, equality, and responsibility for the common good. (13A)

Obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts. (17B)

Compare various interpretations of the same time period using evidence such as photographs and interviews. (3B)



Prior to this lesson, you will need to collect all of the family timelines to determine the oldest event and prepare your class timeline. On a roll of butcher paper, create the timeline by marking the years at uniform intervals 8-12 inches apart, depending on how many events you have and how many years you need to include. A physically long timeline will help students to understand the distant events, but it still needs to be manageable.

Have each student briefly share his/her timeline with the class. Point out the differences between families and the events that they chose to include. Ask questions that will help the children put time in perspective such as "Who has an event that happened this year? Who has an event that happened before they were born? I was born in ____; who has an event that happened before I was born?" You might also have the children line up in chronological order based on the oldest event on their timelines.

Show the children the timeline you have prepared. Depending on the size, it may be necessary to take it into the hallway or gymnasium to roll it out. Explain that while one important event is happening for one family, a different event may be happening at the same time to another family. We will put all of our events on this one timeline so that we can see how they are all related. One at a time, have students stand on a year that is on their timelines. With a marker, add each event to the timeline.

Once all the events are on the timeline, help students make visual comparisons of events as follows. Have a student walk the timeline to look for patterns, then have a student stand at the "present" end of the timeline and make an observation. For example, "We were all born pretty close together, but our parents were born at many different times." Students can visually "see" the past on this timeline. If they stand at the end of the timeline—the present—they can see that all the events in their lifetime are close to where they stand, but events such as the birth of a parent, or the year a grandparent immigrated to this country, are far away.

Day 3:Guided Practice Add to the timeline the years of immigration to both Angel Island and Ellis Island. Share images of the Statue of Liberty and the words of Emma Lazarus, reminding students that it is a landmark (a

building or place that is interesting or important) and the meaning it holds for immigrants. Before reading the text on pages 250 – 253, guide students through a picture walk. On chart paper, draw a Venn

diagram labeled “Angel Island” and “Ellis Island.” Examine the maps on pages 250 and 251. Probe for details of information each map provides. What are similarities? What are some differences? (Guide students to refer to geography skills and landforms/bodies of water.) Record student responses on the diagram.

Refer to the text for guided reading, setting the purpose of, “Let’s read to find out anything more we can add to our chart on how Ellis Island and Angel Island are both similar and different.” Read Family History, on pages 250 – 253.

On the same chart, record students’ textually supported statements and/or inferences. For an alternative to the textbook, visit http://library.thinkquest.org/J001272F/immigrant/immigrants.htm for an age-

appropriate set of questions and answers about the immigrants’ journeys.

Interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. (17E)

Express ideas orally based on knowledge and experiences. (18A)

Explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage. (15B)


Create and interpret timelines. (2C)

Describe and measure calendar time by days, weeks, months, and years. (2D)

Identify and explain the significance of national landmarks such as Ellis Island and Angel Island. (1B)

Use pictures, records, letters, etc. to learn about people in the past. (3A)

Learn about history by comparing different forms of information. (3B)

Use my map skills to find locations. (5A) Identify landforms and bodies of water. (6A)

Day 4: Guide students to imagine the experiences of a child immigrant. To build background knowledge, display the image

from http://www.dnai.org/text/mediashowcase/index2.html?id=822. Have students note details. Then guide them to imagine they are any one of the children. What are they thinking/feeling? Why might they have come to America? Where might they have come from? What is it like to be off the ship? Tell them to provide clues as to who they might be in the story. that if they choose to read aloud.

In their journals, have students record their thoughts and feelings as statements.

Compare various interpretations of the same time period using evidence such as photographs and interviews. (3B)



Days 5: Independent Practice Students create a timeline of their own. If you would like to incorporate technology, try either of these options, otherwise

they may create one by hand on the topic of their choice. Customize your own timeline - This free service is offered by OurTimeLines.com. They request that webmasters not link


Create and interpret timelines. (2C)



http://www.ourtimelines.com/

http://www.dnai.org/text/mediashowcase/index2.html?id=822

http://library.thinkquest.org/J001272F/immigrant/immigrants.htm

to the timeline generator. Therefore you must go to the bottom of their page where you see the phrase, Ready to check it out?

Describe and measure calendar time by days, weeks, months, and years. (2D)

Day 6:Extension Show a series of historical portraits of children. A collection of portraits is available at http://memory.loc.gov/. Briefly

share and discuss some portraits of students taken as school photos. Why are these pictures taken every year? Why do some students dress up for these portraits while others choose to be photographed looking as they do every day? Why do some students (or their parents) purchase pictures? What do they do with them? If they are given to relatives and friends and kept by parents, what image of the student are such people hoping the picture will project? (In other words, some would be disappointed if the picture showed the student doing something silly.



Vocabulary: immigrant (inmigrante) ancestor (antipasado)

Resources:Scott Foresman Social Studies Textbook – People and Places/Jente y lugares Unit 6, Lesson 1 Family History: Immigration

pp. 250-253 Social Studies Plus! A Hands-On

Approach Drama Scenario: Welcome to My Neighborhood, pages 64 – 65.

Workbook - 62 Every Student Learns Guide – pp. 102-103

Suggested Literature An Ellis Island Christmas , by Maxinne Rhea

Leighton. Krysia and her family leave Poland to meet her father in America. She experiences a variety of emotions on their voyage across the ocean, and makes friends with other passengers on the ship.

Escaping to America: A True Story , by Rosalyn Schanzer. This book is based on the true story of the author’s relatives who fled Poland after WWI due to anti-Semitic violence. The family's relatives had already established themselves in America and would vouch for them. However, they still had to escape from the war zone in Poland and survive the voyage to the U.S.

In America , by Marissa Moss. Walter's grandpa explains why he chose to come to America when other members of his family stayed in Lithuania. Walter wonders if he would have done the same if he had been in his grandpa's shoes.

When Jessie Came Across the Sea , by Amy Hest. Thirteen year old Jessie travels from a



http://memory.loc.gov/

tiny village in Eastern Europe to NYC and, with patience and determination, finds success and happiness in her new country. Earns sufficient money to bring her beloved grandmother to America. Exquisite illustrations by P.J. Lynch.

Dreaming of America: An Ellis Island Story , by Eve Bunting and Ben F. Stahl.

Through the Eyes of Your Ancestors , by Maureen Taylor. This book can help children get to know their ancestors.

Grandfather’s Journey by Allen Say. Both the narrator and the grandfather want to return to Japan, but when they do they feel out of place.

Peppe the Lamplighter , by Elisa Bartone. Times are hard for Peppe and his family who live in Little Italy in New York City. Peppe is grateful to take the place of the street lamp lighter.

Internet: Using Primary Resources:

http://kathyschrock.net/navigating/navigating.pdf

Ellis Island www.ellisisland.org Visit the following link for quick videos and

resources about the immigrant experience: http://www.nyharborparks.org/visit/elis.html



What do you do for students who need more support?

Students illustrate vocabulary.What do you do for students who master the learningquickly?

Analyze other historical photographs.

Immigrants moved to the United States for many reasons. One of those reasons included—

A. safety, security and better opportunities.

B. having a place for better recreation.

C. living in the mountains. D. vacation opportunities.

Social Studies – Second Grade Third Grading Period (5 Days) Lesson 5: A Step Back in Time CURRICULUM GUIDESAISD © 2008-09 – Third Grading Period Social Studies Second Grade Page 25 of 34


http://www.nyharborparks.org/visit/elis.html

http://www.ellisisland.org/



Essential Questions Essential Pre-requisite SkillsEnduring Understandings□ The contributions of China and Egypt have influenced the world today in terms of

architecture, inventions, the calendar, and written language.□ Artifacts provide people with useful information about the past.□ People still use some of the things that were made by others long ago.

Essential Questions□ Why do people invent things?□ What inventions from ancient China and Egypt are still used today?□ How do inventions help people? □ How do inventions change the way people live?

□ Understand contributions of historical and ordinary people, (K) and compare their similarities and differences. (1st)

□ Use vocabulary related to time and chronology. (K)□ Create calendars or timelines. (1st)□ Create and interpret visuals. (K)□ Describe ways technology has changed and helps people meet needs. (K)□ Describe how technology has affected past and present life. (1st)



To prepare for the following activities, create a “culture trunk” of items. Include items easily found in San Antonio, such as a pair of chopsticks, a tortilla, a pair of moccasins, an African drum, a woven poncho, a beret, a soccer ball, a menu from an ethnic restaurant, something written in another language, a CD of Irish music, candy treats from another country, a multicultural folktale, etc.Read to students—READ ALOUD titled, Artifacts and Treasures on TE p. 272A in the social studies textbook and discuss with students.

Activating Prior KnowledgeDay 1:Hook Activity

On a wall map of the world, attach large sticky notes to each continent, and label the continent at the top. Unpack your culture trunk. Each time you pull an item out of the suitcase, ask the students where they think it came from. Once everything is out of the case reveal that all of the items were collected from right there in their own community. Ask students to predict how so many different kinds of items arrived in their community.

Read When I First Came to America or another book about coming to America. Ask the students if they were moving far away what important items would they want to take with them so they could

“do the best they could” in their new surroundings but still remember their original way of life. Give each student one to three Post-it Notes and ask them to write one answer on each sheet.

Have students share their items. On the board help the children sort the Post-it Notes into like categories. Help students name and title each category (e.g. toys/games, family, clothes, pets).

Ask students if there are other things they might bring with them but wouldn't necessarily need to pack in a bag (e.g. traditions, languages, celebrations, stories, physical features). Add new suggestions to the board.

Tell the children they are going to be packing their own culture trunk as they learn more about the cultural contributions found in their community.

Day 2: Open the cultural trunk and start pulling out word cards with foreign origins (Europe—macaroni, ballet, camouflage;

Asia—ketchup, magic, karaoke; Australia—koala, kangaroo, boomerang; Africa—aardvark, jumbo, banjo; South America— yo-yo, cocoa, barbecue; North America—moccasin, tortilla, Utah). Ask the students how these words became a part of our language. After revealing the origin of the word, have students post the card on the appropriate continent located on the bulletin board.

Let the children know that if they were to move to another country the first thing they would need to do is learn how to communicate with others who might not speak the same language. Tell students this is what happened as people

I can: Identify major landforms and bodies of

water, including continents and oceans, on maps and globes. (6A)

Locate countries on maps and globes. (6B)

Identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage. (16A)


Identify major landforms and bodies of water, including continents and oceans, on maps and globes. (6A)

Locate countries on maps and globes. (6B)

Identify selected stories, poems, statues, paintings, and other examples of the local cultural heritage. (16A)



began to move to this land and began building new communities. They had to learn each other’s languages. We still share languages today. Many children speak different languages in the home and are able to learn new languages at school. Books and movies are even available in different languages here in America.

Tell the students that one way to welcome someone into a new community is to greet them with a friendly hello. Ask students if they know of any other ways to say hello.

Learn the song “Hello to all the Children of the World.” (lyrics available at Lyrics and Songs.com) At the end of the lesson have students place their hello card on the appropriate continent.


Day 3:Guided Practice

Connect the idea of communication and exchange between cultures. Ask students how they think we can find out information about ancient civilizations and peoples without studying their writing. Discuss ways that we use writing in our daily lives: to remember things (grocery lists), to communicate (letters, messages), to advertise things (events and products), to record and share history and events ( newspapers, books), to express our feelings (journals)

Try to imagine what the world would be like without written language as we know it. Assign groups of 4-5 students. Give a brief message to one student in each group. Tell these students that they need to share their messages with the other students at their table, without talking or writing. They can draw pictures or act out the message. As a class, discuss the difficulty in communicating these messages without writing and whether they could be communicated accurately.

Tell students how historians deciphered hieroglyphics and reconstructed the hieroglyphics alphabet. The Chinese invented their own written language made up of characters and symbols.

Locate both of these countries on the world map. Generate a discussion about their locations. Read pages 272 – 275, following the Teacher’s Guide. Use this template for reference or as an organizer for students (use a blank version) to complete through their

readings: Contributions of Ancient China and EgyptDay 4:

Write the following words on the board: telephone, fire, toothpaste, aspirin, electricity, wheel, gold. Ask your class to choose which of these are inventions. (answer: telephone, toothpaste, aspirin, wheel) Ask them why the other things on the list are not inventions. (They're found in nature; people didn't create them.) Which of these items might be considered discoveries? (fire, electricity, gold) Why? (They had already existed in nature when someone discovered them for the first time.)

On the board, write: "An invention is ..." and ask the class to brainstorm answers. For example, an invention is: something new, something created by a person, something that people use. When this list is complete, ask them to develop a definition of invention. (Invention is the creation of a new device, process, or product.)

Ask students to name inventions they can see in the classroom. For each invention, ask them to describe what the invention is used for. As they brainstorm, keep a list on the board. If they point out things that are not inventions, ask them to return to the definition. Suggested questions include: How do you think (this invention) changed the way people live? What kinds of things did this person need to know in order to create his invention? Would you consider this a successful invention? Why or why not?

Students will keep a journal listing all the household inventions they observe. Class groups will be assigned to different rooms of the house, researching the everyday inventions that are found there. Then the class will create a "mural" of a house, filling each room with facts and pictures about common inventions.

As a homework assignment , ask students to keep a journal listing all the inventions they come across in their own homes. They should list each invention by room, from the toothpaste in their bathroom to the television set in their living room, and briefly describe the purpose of each one.

Days 5: Independent Practice

The next day, compile a class list of everyday household inventions, putting each invention named under the appropriate room: living room, kitchen, bathroom, bedroom, and garage. Divide the class into small groups and

Describe how science and technology have changed communication, transportation, and recreation. (16A)

Explain how science and technology have changed the ways in which people meet basic needs. (16B)

Describe how science and technology have changed communication, transportation, and recreation. (16A)

Explain how science and technology have changed the ways in which people meet basic needs. (16B)

Identify historic figures such as Robert Fulton who have exhibited a love of individualism and inventiveness. (4B)



http://lyricsandsongs.com/

assign each group to a different room. Each group will research as many inventions as they can find within their assigned room. For each invention, they

should create an "invention card" with a picture of the invention and the following facts. o Name of invention o Name of inventor o Year it was inventedo How it helps people

Fill in the mural (or cross section or floor plan) by having each group work on their assigned room with their invention cards.

The inventions can be added to the timeline from the previous lesson.

Vocabulary: artifact (artefacto) invention (invencio n)

Resources:Scott Foresman Social Studies Textbook – People and Places/Jente y lugares

Unit 6, Lesson 4 – A Step Back in Time pp. 272-275

Workbook p. 66Read Aloud – Artifacts and Treasures TE p. 272A

Internet:Great Inventions: http://inventors.about.com/od/articlesandresources/tp/GreatInventions.htm What Does It Take to Become an Inventor? http://inventors.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=inventors&zu=http%3A%2F%2Fweb.archive.org%2Fweb%2F20021205190047%2Fhttp%3A%2F%2Fmustang.coled.umn.edu%2Finventing%2Finventing.html Suggested Literature: Marvelous Mattie: How Margaret E. Knight

Became an Inventor, by Emily Arnold McCully. The true story of a young inventor of many machines, including one that created the foldable paper bag. Priceman

Hot Air: The (Mostly) True Story of the First Hot-Air Balloon Ride, by Marjorie Priceman This is really two books in one. It begins and ends with historical information, and in the middle is a silly, wordless picture book that depicts the slapstick antics of the three animal heroes as they explore a new invention.





http://inventors.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=inventors&zu=http%3A%2F%2Fweb.archive.org%2Fweb%2F20021205190047%2Fhttp%3A%2F%2Fmustang.coled.umn.edu%2Finventing%2Finventing.html



http://inventors.about.com/od/articlesandresources/tp/GreatInventions.htm

http://inventors.about.com/od/articlesandresources/tp/GreatInventions.htm


B. Create a two-tab foldable to show the difference between “invention” and “discovery.”

What do you do for students who master the learningquickly?

C. Provide opportunities to research inventions at any of the following sites:

Zoom Inventors and Inventionswww.enchantedlearning.com/inventors/indexc.shtml History of Inventionswww.cbc.ca/kids/

National Inventors Hall of Fame: Index of Inventionswww.invent.org/hall_of_fame/1_1_search.asp

Artifacts provide people with useful information about the________and how people still use some of the things that were made by others long ago.

A. future

B. past

C. inventions

D. climate



http://www.invent.org/hall_of_fame/1_1_search.asp

http://www.cbc.ca/kids/

http://www.enchantedlearning.com/inventors/indexc.shtml

Social Studies – Second Grade Third Grading Period (5 Days) Lesson 6: Linking Our World CURRICULUM GUIDE

Essential Questions Essential Pre-requisite SkillsEnduring Understandings□ Science and technology change ways people communicate and ways they travel

and move goods.□ People of different cultures and traditions contribute to the community, state, and

nation.□ Artifacts provide us with useful information about the past and what life might

have been like.□ The contributions of ancient cultures have influenced our present world.□ Individuals, both historic and modern, have impacted the way we communicate,

move from place to place, and live our daily lives.Essential Questions□ How have the ways people communicate with each other changed over time?□ Are there any modes of transportation used in the past that are still used in the

present?□ What impact on transportation did the following have: steamboat, automobile, and

airplane?□ How might communication and transportation change in the future?





Day 1:Activating Prior KnowledgeHook Activity

Ways we communicate: make a list on the board of feelings people have. Read the list and have each child select a feeling he or she will communicate in some way. Create either 3 groups or 6 groups.

One group will use on body language to communicate their chosen feeling. Have observers identify the feeling. Another group will use only words (no facial expressions or gestures) to communicate their selected feeling. The third group will write to describe their selected feeling. Inform students that inventions have changed the way we communicate, both in the past and today. Guide students to read the selection on pages 278 – 281. Their purpose will be to compare and contrast how both

communication and transportation have changed – in a four-tab foldable (or any foldable of your choice), provide two major headings (transportation and communication) and four sub-headings, two for each heading (past and present or long ago and modern times).

Add new information to the classroom timeline.Day 2:

Imagine life before all of the modern conveniences that we take for granted. Think about getting ready for your day without a hair dryer, a washing machine, video games, and air condition and heat. Imagine life with no TV, no cell phone, no five-disc CD changers, and no computer for communicating! It is almost unbelievable to think that 50 years ago, some families did not even have a television; now you might be hard pressed to find a household without a TV. Modern inventions have certainly changed the world.

Brainstorm with each other to create a list of inventions that have changed the world. Independently choose 10 that have had the most influence in your life and then share the results with one another.

I can:

Explain the feelings that I have. Identify the feelings Communicate feelings only with words.

(16A) Explain how communication has changed

(16B) Explain how transportation has changed

from the past. Create a four-tab foldable about

communication and transportation. Think about how it would feel with out

modern things like television and cell phones.

Brainstorm a list of inventions that have made a difference in my life.

Choose one invention that the group did not have in common.



Now find the commonalties in your lists. Did you both choose Play Station or the telephone? Once you have combined your common lists, rank them in order of importance to you and share your results. Explain why you ranked them as you did.

Choose one invention that you did not have in common. Now you will research the invention. Find out the who, what, where, when, why and how of the invention you chose. Once you do, share that information and add it to the classroom timeline.

Now, determine which one invention (in your opinion) has most significantly changed the world today. Explain why and share your response.

Find more information about the invention. Choose the invention that in my opinion that

has affected how we live today.

Day 3:Guided Practice

Think about the invention that you researched yesterday and, more specifically, the person who invented it. What did you find out about that person? What personal qualities did that person have that made him/her a success? Why are those qualities important to the profession of inventor? What qualities do each of you have that are similar to the inventor you chose. Will they or have they made you more successful? Discuss it with your group.

Have you ever looked at a band-aid, a slinky or a shoe that closes with Velcro and think, "Why didn't I think of that?" Well now is your chance to think of an invention that could change the world. For ideas, visit this site: http://inventors.about.com/mlibrary.html

Day 4: Now that you have looked at successful inventors and their inventions, as well as created one of your own, consider

inventions that failed. As successful as Thomas Edison was, even he had numerous inventions that did not work. To find additional information about inventions that never made succeeded, visit these Web sites: Library of

Congress @ http://www.americaslibrary.com/cgi-bin/page.cgi/aa/edison and Wacky Patents @ http://www.inventors.about.com - click on Wacky Patents on the left navigational menu to find additional sites. Once you have found an invention that really interests you, determine why it never became a success. Share your thoughts with each other.


Think about what it takes to be an inventor.

Sequence and categorize information. (17D)

Explain what might happen when ideas for inventions fail. (17B)

Days 5: Independent Practice

Guide students to create their own invention for making something in their life much easier. Use classroom supplies and materials. Present to the class.

Create an invention that will make life easier. Present the invention to the class.

Day 6:Extension

Make a History Scroll (TE page 284a). Tell children they will make scrolls that contain important information for children of the future. Have them list three things they learned that they want children in the future to know and not forget. They should say why each piece of information is important. Have them neatly copy their ideas onto plain white paper. Show students how to roll their documents into a scroll and secure them with string.

Create a History Scroll and list three things learned that I want other children in the future to know and not forget.

Vocabulary: modern (moderno) communication (comunicacio n)

Resources:Suggested Literature:


Unit 6, Lesson 5 – Linking Our World pp. 278-281

Workbook – p. 68

Every Student Learns Guide – pp. 118-121



http://www.inventors.about.com/

http://www.americaslibrary.com/cgi-bin/page.cgi/aa/edison

http://inventors.about.com/mlibrary.html

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardWhat do you do for students who need more support?

Guide students to look at pictures of cars of the past and present and compare the two explaining how and why they have changed.


Research inventions that were developed locally. Was anything invented in San Antonio or in Texas that changed the world? Do some independent research and share your results with one another.

One type of transportation is a(an)—

A. bus

B. car

C. train

D. all of the above



Social Studies – Second Grade Third Grading Period (5 Days) Lesson 7: Meet Robert Fulton/Inventor CURRICULUM GUIDE

Essential Questions Essential Pre-requisite SkillsEnduring Understandings□ Science and technology change ways people communicate and ways they travel.□ People of different cultures and traditions contribute to the community, state and

nation.□ Individuals, both historic and modern have affected the way we move from place

to place.□ Individuals such as Robert Fulton have shown their love of inventiveness.Essential Questions□ How have the ways people travel changed over time?□ Are there any types of transportation used in the past that are still in use today?□ Why is important that people invent new things?□





Day 1:Activating Prior KnowledgeHave students look through their social studies textbook and/or magazines to find different forms of transportation. Then ask students to only look at the water transportation and discuss why these are important.

Hook Activity Bring in toys models of boats (steamboat), ships, for students to handle and discuss. Provide a large floor map

showing the major oceans and have students use the toys to pretend to travel across these bodies of water. Ask students how long it might take to travel across different bodies of water. Discuss past and present travel. Also discuss what future travel might look like.

I can: Look through the social studies textbook to

find different forms of transportation. Point out water transportation and discuss why

this type of transportation is needed. Observe toy models of water transportation

and use these models to pretend to travel across large bodies of water such as the major oceans.

Days 1 and 2:Guided Practice

Read pages 283-284 to students orally. Guide students to work in pairs to follow as the pages are being read. After reading a few sentences have students discuss what was read. Students are to have the opportunity to orally discuss what was read to each other. After reading the part about Robert Fulton and France, have students locate France on a globe. Discuss its location in relation to North American were we live.

Give students an outline of a steamboat with Robert Fulton’s name. Guide students to write at least 4 important facts about him. Also write at least 2 character traits which describe Robert Fulton. Discuss the importance of the invention of the steamboat.

Read pages 283-284 in the social studies textbook and discuss orally with a partner after the teacher reads certain sections.

Locate France on a globe and discuss its location in relation to North American where we live.

Use an outline of a steamboat and write Robert Fulton’s name on the top.

Write at least 4 important facts about Robert Fulton on the outline and write at least 2 character traits which describe him.

Days 3 and 4 : Independent Practice

Guide students to research Robert Fulton (library, or internet) and have students create a poster describing new information about Robert Fulton to include an illustration of him, at least one invention and 5 new facts learned about Robert Fulton. Students may work in pairs to do this poster.

Share the posters with the class in an oral presentation.

Research information about Robert Fulton and create a poster describing newly learned information.

Share poster with the class in an oral presentation.



Day 5:Extension

Guide students to create a diorama of a boat of the past and one of the present. Have students write on an index card to compare the two.

Create a History Scroll and list three things learned that I want other children in the future to know and not forget.

Vocabulary: steamboat (buque de vapor) submarine (submarine)

Resources:Suggested Literature:


Unit 6 Meet Robert Fulton – pages 282-283Evidence of Learning



Show pictures of various steamboats and discuss how they work. Have students discuss and illustrate a steamboat.


Write to Robert Fulton and thank him for his invention explaining why it is important to us today.

Robert Fulton was best known for the invention of the--

A. telephone

E. car

F. train

G. steamboat



Documents

Social Studies – First Grade - Home | San Antonio ISD · Web viewHow do photographs, documents, and other primary sources help us understand the past? How are Ellis Island and Angel