Download Unit 4 - Princeton ISD

Campus: Godwin Elementary
Author(s): J. Morris
Date Created / Revised: July 14, 2016
Six Weeks Period: 2nd
Grade Level & Course: 2nd Grade Social Studies
Timeline: 6 days
Unit Title: Unit 4:Where I Live
Stated Objectives:
TEK # and SE
Lesson 1 of 2
2.5A The student is expected to interpret maps and globes using basic elements such as title,
orientation (north, south, east, and west), and legend/map keys.
2.5B The student is expected to create maps to show places and maps within the home, school,
and community.
2.6A The student is expected to identify landforms and bodies of water.
2.6B The student is expected to locate places of significance, including the local community,
Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada,
Mexico, and the United States on maps and globes.
2.6C The student is expected to examine information from various sources about places and
regions.
2.7D The student is expected to identify characteristics of different communities, including urban,
suburban, and rural, and how they affect activities and settlement patterns.
2.8A The student is expected to identify ways people have modified the physical environment
such as building roads, clearing land for urban development and agricultural use, and drilling for
oil.
2.18D The student is expected to sequence and categorize information.
2.19A The student is expected to express ideas orally based on knowledge and experiences.
2.19B The student is expected to create written and visual materials such as stories, maps, and
graphic organizers to express ideas.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings

Places and regions in the community have locations and characteristics.
-
Misconceptions

What are places in my community?
How can I describe the location of places?
What are characteristics of the local community?
How can I examine information from different sources to learn about places and
regions?
Students often think that a map is a picture of a place. It is not; there are specific
rules for what is on a map, which includes geographical tools (TODAL = title,
orientation, date, author, and legend).
Key Vocabulary
Source, chronology, physical characteristics of place, human characteristics of place
Suggested Day
5E Model
Instructional Procedures
Day 1- Engage
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
1. Read A is for America by Devin Scillian
or Gruntled Piggle Takes Off by Jean
Little.
2. Create a large Venn Diagram on chart
paper comparing the two different
communities.
3. Create anchor charts for urban, suburban,
and rural communities. Discuss each term.
4. As a class, read six communities print out,
cut apart strips, and glue to anchor charts.
5. Each student creates a trifold labeled
urban, suburb, and rural. They will draw a
picture and write a sentence about each
one.



A is for America or Gruntled
Piggle Takes Off
Chart paper
Six Communities
1. Review anchor charts of urban, suburban
and rural communities.
2. Discuss things that are seen in an urban,
suburban and rural community. Discuss
what things could be physical (nature
made) and human (man made)
characteristics of a place.
3. Have students fold a piece of manila paper
in half creating a T-chart. On the top of the
left side students will write physical
characteristics and on the right side
students will write human characteristics.
4. Give students handout: Physical and
Human Characteristics Sort.
The students will cut out the pictures and
place them on the correct side of the Tchart.

Day 3 –Explore/Explain
1. Make an anchor chart and discuss and
record human and physical characteristics
in the local community.
2. Teach the history of Princeton using the
History of Princeton and Texas Landmarks
PowerPoints.
3. The students will fill out History of
Princeton booklet.
4. Discuss if Princeton is an urban,
suburban, or rural community.


Chart paper
History of Princeton
PowerPoint and Texas
Landmarks slides 15-21
Day 4 – Explore/Explain
1. Continue with the History of Princeton.
2. Review types of communities by reading
The Little House or watching Brainpop Jr
Rural, Urban, Suburban.
3. Take Rural/Suburban/Urban Test.

History of Princeton
PowerPoint
The Little House by
Virginia Lee Burton or
Brainpop Jr.
Rural/Suburban/Urban Test
Day 2 –Explore/Explain




Video City, Suburb, Rural
Communities on P Share
Handout: Physical and
Human Characteristics
Sort
Manila paper
Day 5 –Explore/Explain
1. Explain to students that they will be
creating a map of the neighborhood
around the school. On their maps they
should include three physical and three
human characteristics of the area around
the school.
2. The students should review physical and
human characteristics of a place from the
anchor chart before going on the walk.
3. When walking around the school, allow
students to take notes of what they see.
4. After the walk, the students will compare
notes with a partner to add, edit or delete
any information for their map.


Large map of school
Paper
Day 6 – Evaluate
1. The students will create their map of the
school using their notes from the previous
day.
2. Remind students that they should include
three physical and human characteristics
on their map.


Art supplies
Paper
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.