2nd Grade Social Studies

Transcription

1 ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Office of Curriculum & Instruction Bruce B.C. Preston 2nd Grade Social Studies Curriculum Writing Committee Nancy Tenenbaum BOARD OF EDUCATION INITIAL ADOPTION DATE 1

2 3 Regional Collaborative K 8 Social Studies, Grade 2 Curriculum Units

3 Month Regional Collaborative K 8 Social Studies, Grade 2 Curriculum Units Content What topic or themes Standards (if known, current and familiar) Code only Content Area: Social Studies Grade Level: 3rd Why is this important know? Authentic applications Essential Concepts (Enduring Understandings) Assessments and Skills: Specific skills and strategies for assessments Unit One Continents and Oceans 6.5, 6.7 Students will understand how geographical location affects the people who live there. Different geographic regions create different living needs. Understanding the geography of where others live helps us to understand the needs of others. Essential Concepts: Students will demonstrate the ability to develop a general understanding of the locations of the earth s continents and oceans in relation to each other and in relation to the equator and the prime meridian. The relationship between the position of the continents and oceans relative to the equator, prime meridian, north and south poles has a unique impact on the people who live in those areas. Knowing that relationship develops an understanding of the cultures and needs of those who people each area. Implications, Perspectives: The position of continents and oceans in relation to the equator and poles affects the lives of people who live there. Skills:- read and discuss information related to each continent -compare a wall map to a globe and locate the equator and the prime meridian -create a booklet of continents, oceans, equator, and prime meridian -label continents and oceans in a puzzle map and indicate location of prime meridian, equator, and poles -research and create a poster about a specific continent in cooperative groups Connections to previous and future study: Students are continuing the study of geography which was started in Grade One. Assessment Strategies:- -continent poster which demonstrates understanding of the continent and the needs of the people who live there -teacher observation during all discussions 4

4 -label location of continents, oceans, prime meridian, equator, and poles Supplements and Resources:National Geographic Beginner's World Atlas -Neighborhoods and Communities. McMillan Publishing Company, 1995 Unit Two Communities/ Towns in Areas 6.5, 6.7, 6.8 Students will understand and respect the differences in people living in different types of communities. They will explore living conditions in these communities to be able to appreciate the differences/similarities. Essential Concepts: Students will develop a general understanding of similarities and differences among rural, suburban, and urban communities. Students will be able to identify their gloabal address. Implications, Perspectives The type of community people live in affect their needs and ways of life. Skills Inquiry through reading - three types of communities and how people live in those communities -Create a booklet identifying their global address -Compare and contrast lives of people in urban, suburban, and rural communities -View and have group discussions about videos demonstrating the lives of people living in different types of communities Connections to previous and Assessment Strategies: 5

5 future study:this unit leads the students into landforms where students will understand that types of communities will be found in specific landform areas depending on the needs of the people living there. -teacher made quizzes and tests -global address booklet indicating that students understand their place in the world -teacher observation of student discussion Use Computer program, Kidspiration, to create a web of one type of community. -Illustration and writing prompt describing which type of community they would like to live in and why Supplements and Resources: -Neighborhoods and Communities, MacMillan Publishing Co Videos: Part I Where People Live and Work and How Communities are Alike and Different Unit Three Landforms 6.5, 6.7, 6.8 Students will understand the needs of citizens living in areas with specific landforms They will respect the differences in other cultures around the world. Essential Concepts: Students will have a general understand of the types of landforms that are found in the world. Landforms, like mountains, valleys, hills, rivers, lakes, peninsulas, and islands create and meet specific needs of the people who live there. Skills:Inquiry through research understanding the different types of landforms. -Create a booklet illustrating and defining landforms. -Read Flat Stanley and create a Flat Stanley to send to a different part of the world. When Flat Stanley returns students present information about landforms that Flat Stanley observed. 6

6 Implications, Perspectives: Landforms impact the weather systems but also provide specific resources. Communities are built around meeting or remediating their needs based on what landforms can offer and in what ways they are limited. Connections to previous and future study: Students will use their knowledge of maps and geographical locations to discuss travels of Flat Stanley Study of Oceans, landforms, Continents are all connected. Their relationship to people shows us why people live in certain areas and why they develop certain traditions. This would lead to a study of Towns and Communities. Supplements and Resources: Neighborhoods and Communities; MacMillan Publishing Co., Flat Stanley by Jeff Brown Assessment Strategies:Teacher made quizzes and tests -Teacher observation -Completed booklet illustrating and describing the different types of landforms -Flat Stanley presentation demonstrating understanding of the types of communities and landform that thier Flat Stanley visitied Unit Four 7 People and Places in North 6.4, 6.5, 6.7, 6.8, Students will understand the contributions of ancient America- Mexico and Canada societies to our lives today. They will understand the importance of respecting Essential Concepts: Students will understand the common elements found in different cultures. -Understand the customs of people from different geographic, Skills:Inquiry and research using trade books. -Compare Canada/Mexico s culture to that of the United States.

7 the differences of other cultures. cultural, racial, religious and ethnic backgrounds Understand the contributions of ancient societies to our lives today. Implications, Perspectives: Many of the contributions of ancient cultures affect our lives of today. -Locate Canada/Mexico on map and identify geographical features -Create a flag of each country -Read and study ancient people of Mexico (Aztecs and Mayans) -Read and study Inuits -Research and complete projects related to people, animals, and geography of Canada and Mexico -Prepare and present information at Cinco de Mayo Celebration Connections to previous and future study:students continue the study of North American from Grade One. They will understand the common elements including geography that link different cultures. Assessment Strategies: -teacher made quizzes and tests -Identify and illustrate location of Canada and Mexico and where people live there - writing prompts describing the traditions of the natives of both lands -teacher observation during group projects -completion of projects demonstrating understanding of the cultures -participation in Cinco de Mayo celebration 8 Supplements and Resources:Countries of the World: Mexico, Michael Dahl, Bridgeston Books, 1997 Countries of the World: Canada, Michael Dahl, Bridgeston Books,

8 1998 9