Unit Part I

1. Background a. This is a Social Studies unit about the Local Community and the day-to-day functions and systems within that community. This is a unit that could be used in my student teaching next semester. b. It is essential that students learn how to be effective citizens. Part of being an effective citizen in your community is learning how the community works. Once a student understands the basics of how the community functions, and what type of people live in their community, they are more aware of their surroundings and can make informed decisions on issues if need be. c. Social Studies, 2nd Grade, 3 weeks

2. Overview a. Professional Content Standards: i. 2 G4.0.1 Describe land use in the community (e.g., where people live, where services are provided, where products are made). ii. 2 G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community. iii. 2 G4.0.3 Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community. iv. CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. v. CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers b. Long Term Objectives i. Students will be able to effectively describe their community and how it functions from day to day. ii. Students will be able to identify how the land is used in their community. iii. Students will be able to identify how people, goods, and ideas move from place to place in their community. iv. Students will be able to describe the diversity in their community and how that diversity is evident in the community. c. Major Concepts i. Students will be taught about different types of land use, like residential, industrial, and farming. ii. Students will be taught about the different types of communities: rural, suburban, urban. iii. Students will be taught the difference between a good and a service. iv. Students will be taught different ways goods, people, and ideas can travel through communities, like cars, semi-trucks, and the internet.

v. Students will be taught what makes up a culture, i.e. music, food, language, religion, holidays, and more. vi. Students will be taught what different cultures make up their community. d. Essential Questions + Overarching Essential Question i. What makes my community unique? ii. How is the land used in my community? iii. What kind of goods and services does my community provide? iv. How do goods, people, and information travel within my community? v. What kinds of people live in my community? vi. How does the diversity in my community shape how the community functions?

Unit Part II
1. Day 1 a. Topic: Rural vs. Urban Vs. Suburban b. Objective: Students will be able to differentiate between rural, urban, and suburban communities. c. Essential Question: How is the land used in my community? d. Materials: i. Students will need: Social Studies journal, pencil ii. Teacher will need: 8 sets of pictures (rural, urban, suburban) e. Technology: SmartBoard f. Plan: **Indirect** i. Pre-assessment: In their journals, students write a letter to someone in another community describing their community as completely as they can. ii. Split students into groups of three (24 students 8 groups) iii. Give each group a set of pictures (pictures of rural, urban, and suburban settings) iv. Have them put into 3 categories, teacher walks around, supervises, and asks questions as they are going v. In their Social Studies journals, have them write down the characteristics of each group they split them into. vi. As a class, talk about they groups they made, come to a consensus on SmartBoard, teacher guides them into the rural, urban, and suburban categories. vii. Introduce terms: rural, urban, suburban. Teacher gives an example of each, using the pictures, to fully explain. 1. Rural: Country, houses far apart, usually farming, lots of open land 2. Suburban: Residential, subdivisions 3. Urban: City, skyscrapers, lots of people very close together viii. Have them think of examples of communities that are rural, urban, and suburban, record on SmartBoard.

2. Day 2 a. Topic: Land use b. Objective: Students will be able to describe different ways in which land can be used in a community. c. Essential Question: How is the land used in my community? d. Materials: i. Students will need: Journal, pencil ii. Teacher will need: worksheet, readings e. Technology: SmartBoard f. Plan: i. Journal entry: If you had 100 acres of land, what would you do with it? ii. Share entries Teacher keeps track of ideas on SmartBoard iii. Brainstorm other ways land can be used Teacher keeps track on SmartBoard. 1. Residential 2. Industrial 3. Commercial 4. Waste Management 5. Transportation 6. Recreational 7. Agriculture iv. Add to list if necessary, define specific land use vocabulary (listed above). v. Students work on Land Use Worksheet individually. vi. HOMEWORK: When you are riding home, or out with your parents, look as you are riding in the car and find 2 different types of land use. Write them down and bring them in tomorrow. g. Citation: i. Calhoun ISD Social Studies Curriculum Design Project. (2012). Second Grade Geography and Environment Unit. Retrieved November 24, 2013 from http://cisdsocialstudies.wikispaces.com/file/view/Second%20Grade%20Ge ography%20and%20Environment%20Unit%20Complete%207-272012.pdf/355083306/Second%20Grade%20Geography%20and%20Environ ment%20Unit%20Complete%207-27-2012.pdf

3. Day 3 a. b. c. d.

Topic: Goods vs. Services Objective: Students will be able to differentiate between a good and a service. Essential Question: What kind of goods and services does my community provide? Materials: i. Students will need: pencil ii. Teacher will need: Goods and Services worksheet, 10-12 pictures of goods and services (SmartBoard file). e. Technology: SmartBoard

f. Plan: i. Teacher will ask students what they think a good is, record answers on SmartBoard ii. Teacher will ask students what they think a service is, record answers on SmartBoard iii. Introduce terms 1. Good material object, something you can physically buy from a store (or elsewhere). Soccer ball, apples, computer. 2. Service non material, action that someone does for someone else. Haircut, car repair, waitress iv. Pick sticks for picture sort on SmartBoard 5-6 pictures each of goods and services, need to be categorized. v. Students work on worksheet at desk vi. HOMEWORK: For next class, bring in a picture that you think represents the community. Put your name on the picture so it can be returned to you. g. Citation: Goods and Services Worksheet. Retrieved November 25, 2013 from http://www.superteacherworksheets.com/economics/goods-andservices_WMZTR.pdf

4. Day 4 a. Topic: Describing our community land b. Objective: Students will be able to categorize their community as rural, urban, or suburban. Students will be able to describe how the land is used in their community. c. Essential Question: How is the land used in my community? What kind of goods and services does my community provide? d. Materials: i. Students will need: Crayons/markers/colored pencils, picture of the community ii. Teacher will need: Poster board for each student e. Technology: SmartBoard f. Plan: i. Teacher will collect pictures that were brought in for homework. ii. As a class, recall what we have talked about to describe a community (rural, urban, suburban, and different ways land is used). Write terms on SmartBoard. iii. Spread pictures out on the desks, students get up and go from desk to desk looking at each picture, writing down key characteristics in journal. iv. Think: make a prediction about how to describe our community (type of community and how the land is used). Ex. Rural, agriculture, residential. v. Pair: Find one other person, share your prediction. Discuss your choices, evaluate and change your prediction if necessary. vi. Share: Class comes back together, ask for volunteers to share their prediction, pick sticks if no volunteers.

vii. Discuss reasons behind each prediction, what clues did you see in the picture that led you to that prediction? viii. Come to a consensus as a class on how to describe our community. ix. Give each student a piece of poster board, create a map of our community using the information we have collected from our pictures. Must include: 1. Roads 2. 3 different types of buildings 3. your home 4. school x. Must accurately show the description we came up with as a class. xi. If they do not finish, they will have time later to finish it (we will be adding more to if later).

5. Day 5 a. Topic: Describing our community goods and services b. Objective: Students will be able to identify goods and services provided in their community. c. Essential Question: What kinds of goods and service does my community provide? d. Materials: i. Students will need: Journals, maps they started ii. Teacher will need: e. Technology: SmartBoard f. Plan: i. Journal: Describe a normal day in your life. Where do you go? What kinds of things did you do? ii. Students talk with their table partners about what they wrote down iii. Each group will pick 3 things to come put on the SmartBoard iv. As a whole group, talk about which things are goods and services v. Students will get out, or teacher will pass back the maps they started. vi. To their maps, they must add: 1. 3 places where goods are bought 2. 3 places where services are bought

6. Day 6 a. Topic: How people move b. Objective: Students will be able to describe ways in which people move in a community. c. Essential Question: How do goods, people, and information travel within my community? d. Materials: i. Students will need: Journals ii. Teacher will need: Index cards with a picture of each mode of transportation

e. Technology: SmartBoard f. Plan: i. Journal: Write a story about how you would get to school if all of the school buses broke down. In your store describe two different modes of transportation that you could use. ii. Each table group (or group of 4) gets a different mode of transportation. 1. Bus 2. Walk 3. Plane 4. Bike 5. Boat 6. Car 7. Extra (if needed): Horse iii. Groups take 5 minutes to plan how to act it out. iv. Each group acts out their mode of transportation, rest of class guesses what they are. Teacher will keep track on SmartBoard. v. After each group goes, add to list if anyone has any other ideas.

7. Day 7 a. Topic: How goods move b. Objective: Students will be able to describe ways in which goods move in a community. c. Essential Question: How do goods, people, and information travel within my community? d. Materials: i. Students will need: pencil, crayons/markers/colored pencils, extra paper ii. Teacher will need: map worksheet e. Technology: none f. Plan: i. Intro: I have a problem that I need solved. You are going to help me solve it. ii. Students number off 1 to 8, get into groups of 3. iii. Problem: Your task is to design a system in which you can get a car part, which is made over in Germany, to a different factory here in Michigan, in the United States. You must use at least three different modes of transportation that goods can travel. iv. Have one representative be the scribe, writing out each step in a list. v. Students must draw their path on the map provided. Use a different color for each mode of transportation vi. Allow students to work vii. Each group will present their route to the class.

8. Day 8 a. Topic: How ideas move b. Objective: Students will be able to describe ways in which ideas move in a community. c. Essential Question: How do goods, people, and information travel within my .community? d. Materials: i. Students will need: ii. Teacher will need: The Post Office Book by Gail Gibbons e. Technology: f. Plan: i. Read The Post Office Book ii. Review field trip Etiquette. iii. Take field Trip to the Post Office to learn how ideas travel through the mail. iv. On return, brainstorm other ways you see how ideas travel. g. Citation: i. Gibbons, Gail. (1986). The Post Office Book. New York City: Harper Collins.

9. Day 9 a. Topic: Movement in our community b. Objective: Students will be able to describe ways in which people, goods, and ideas move in our community. c. Essential Question: How do goods, people, and information travel within my community? d. Materials: i. Students will need: Journal, maps they started ii. Teacher will need: e. Technology: SmartBoard with Timer app f. Plan: i. Journal: 3 minutes to write down as many different ways you see movement specifically in our community. Create a chart in journal: one column for people, one column for goods, one column for ideas (See Calhoun ISD Social Studies Curriculum Design Project). Use timer on SmartBoard ii. Share with the class, keep track of ideas on SmartBoard for students to reference later. iii. Pull out (or distribute) maps that they made a few days ago. Add to them at least 4 ways things move. Must include: 1. One way people move 2. One way goods move 3. One way ideas move 4. One way of their choice

10. Day 10 a. Topic: Intro to culture b. Objective: Students will be able to identify different aspects of culture. c. Essential Question: What makes my community unique? What kinds of people live in my community? d. Materials: i. Students will need: ii. Teacher will need: 6 books about other cultures, worksheet e. Technology: SmartBoard, Culture PowerPoint f. Plan: i. Show PowerPoint to whole group ii. Teacher divides into 6 groups of 4, roughly by ability. iii. Each group gets a book about a different culture, lower level books go to lower ability groups, and higher level books go to higher ability groups. iv. Each group reads book together, fills out worksheet. v. Each group presents on their country, locates country on map. vi. HOMEWORK: Write about something your family does, like a tradition, that shows your family culture. Bring in something to present to the class that goes along with your family tradition. g. Citation: i. Author Unknown. Elements of Culture: A Powerpoint Presentation [PowerPoint Slides]. Retrieved November 23, 2013 from http://socialstudies.mrdonn.org/powerpoints/culture.html

11. Day 11 a. Topic: Culture in our Community b. Objective: Students will be able to effectively identify specific elements that contribute to the culture of our community. c. Essential Question: What makes my community unique? What kinds of people live in my community? d. Materials: i. Students will need: Journals ii. Teacher will need: e. Technology: f. Plan: i. Journal: Web of ways we see culture in our community ii. Talk about how everybodys individual culture contributes to the overall community culture, many times we have similar traditions, but we also have different traditions that make us unique. iii. Students will each present to the class the tradition they wrote about and present the object that they brought.

12. Day 12 a. Topic: Culture in our community b. Objective: Students will be able to effectively identify specific elements that contribute to the culture of our community. c. Essential Question: What makes my community unique? What kinds of people live in my community? d. Materials: i. Students will need: ii. Teacher will need: e. Technology: f. Plan: i. Review etiquette of listening to people from outside the school. ii. Community Experts to come and talk: (dont know if these people exist) 1. Someone from the Holland Museum Dutch History 2. Someone from LAUP Latino History iii. HOMEWORK: Brainstorm 3 different aspects of culture you would like to know more about in Holland/Zeeland area, rank them 1-3.

13. Day 13 a. Topic: Culture in our community b. Objective: Students will be able to research a specific aspect of our community that contributes to the culture. c. Essential Question: What makes my community unique? How does the diversity in my community shape how the community functions? d. Materials: i. Students will need: Ranked cultural aspects ii. Teacher will need: Researching worksheet e. Technology: Computer lab f. Plan: i. Collect homework (earlier in the day) ii. Teacher has to approve selection (before we go to computer lab). Teacher will also make sure there is not too many people researching the same thing. iii. Journal: What did you learn from our speakers yesterday? iv. Review researching etiquette v. Go to computer lab vi. Provide worksheet for them to use while researching, give examples of websites they can use. vii. Let students research

14. Day 14 a. Topic: Culture in our community b. Objective: Students will be able to effectively put into writing what makes our community unique. c. Essential Question: What makes my community unique? How does the diversity in my community shape how the community functions? d. Materials: i. Students will need: Journal ii. Teacher will need: e. Technology: SmartBoard, maps (world and UK) f. Plan: i. Remind students about the research they did yesterday ii. Explain that we are going to partner with Year 3 at Northway Primary in Liverpool. iii. Show where UK is on world map on SmartBoard iv. Show where Liverpool is on UK map on SmartBoard v. They are going to be writing letters to them. They have never been to Holland/Zeeland, so we need to explain the culture of the area to them. vi. Brainstorm what they want to say in their letter. Must include: 1. Rural/Urban/Suburban 2. Land Use 3. Transportation 4. General culture of the area 5. Research you did

15. Day 15 a. Topic: Culture in our Community b. Objective: Students will be able to effectively put into writing what makes our community unique. c. Essential Question: What makes my community unique? How does the diversity in my community shape how the community functions? d. Materials: i. Students will need: ii. Teacher will need: e. Technology: Computer lab f. Plan: i. Review Word etiquette ii. Go to computer lab iii. Write final draft of letter iv. Students must print letter v. Teacher will collect and send to Liverpool.

16. Community Resources a. Partnerships: i. Northway Primary School, Liverpool, UK: This will provide a concrete experience of having to communicate their information about their community to someone who is real, and has not been to the Holland/Zeeland area, and truly does not know about our culture. This could be the start of a pen pal relationship between the schools that could continue. b. Field Trips: i. Post Office: This will allow students to see how ideas travel through the mail. This will also be a precursor to the students writing letters to Northway Primary, and deepen the investment they have in those letters, since they will see where their letters are going to go first. c. Experts: i. Someone from Holland Museum: The Dutch culture is obviously very prevalent in the Holland/Zeeland area, and someone from the Holland Museum will be able to provide much history about the area, which will deepen understanding about why the culture in the Holland/Zeeland area is the way it is. ii. Someone from LAUP (Latin Americans United for Progress): There is also a significant Latino presence in the Holland/Zeeland area. This would provide an alternate viewpoint, and would explain other elements of our culture that Dutch history does not have a part in.

17. Modifications/Accommodations a. Accommodations i. High ability students, along with the research they would do for their community, could also research a different community and compare and contrast that community with our community in their letter to the Northway student. ii. High ability students could also work on creating their own community, coming up with appropriate movement, and good and service production that relates to the land use in this community. iii. Some readings will be done at ability level to accommodate differences in reading level among students. b. Modifications i. Students with learning disabilities may write in bullet points in journals; journals will only be checked occasionally for effort, not correctness. ii. Students with learning disabilities may spend class taking extra time to brainstorm their letter instead of researching. iii. Students with learning disability may also choose to dictate their letter to the teacher as she types.

Unit Part III

1. Homework (see Part II for more complete descriptions) a. Day 2: When you are riding home, or out with your parents, look as you are riding in the car and find 2 different types of land use. Write them down and bring them in tomorrow. b. Day 3: For next class, bring in a picture that you think represents the community. Put your name on the picture so it can be returned to you. c. Day 10: Write about something your family does, like a tradition, that shows your family culture. Bring in something to present to the class that goes along with your family tradition. d. Day 12: Brainstorm 3 different aspects of culture you would like to know more about in Holland/Zeeland area, rank them 1-3.

2. Assessment (see Part II for more complete descriptions) a. Pre-assessment i. In their journals, students write a letter to someone in another community describing their community as completely as they can. b. Formative: i. Students will create a map with: 1. Land use 2. Ways people move 3. Ways goods move 4. Ways ideas move ii. Students will write a journal: What did you learn from our speakers? c. Summative: i. Students will write a letter to a student in Liverpool, UK explaining how their community functions. In their letters, students will include: 1. How the land is used. 2. How people, ideas, and goods move. 3. The culture and diversity of the community. 4. One specific cultural aspect that they have researched. d. Rubrics: (see separate document)