2nd+Grade+National+Communities

=2nd Grade Unit 4: January, February, March: National Communities Urban, Suburban, Rural=

Overview of the unit. This would have the “big ideas” for the unit. What you want the kids to “get out of the unit”. What are the big questions your class is working with / studying.


 * * Suggested Materials
 * Key Vocabulary
 * Essential Question(s)
 * Enduring Understandings
 * Unit Objectives
 * Beginning the Unit
 * As the Unit Continues
 * Toward the End of the Unit
 * Teacher Suggestions
 * Work Samples ||

=Suggested Materials=

[|United Streaming video]

DVD's Purchased: 1. City Suburb and Rural communites 2. How Communties are Alike and Different 3. How Communities Grow and Change 4. Everybody Needs Shelter 5. The Difference Between Needs and Wants 6. How our Economy Works 7. Learning about Money 8. Production Workers and the Goods they Make 9. Service Workers 10. Transportation in and Between Communities

Books: Tar Beach by: Faith Ringold (talks about little girl living in big city) Tops and Bottoms By: Janet Stevens (great for lesson on consumers and producers)



=Key Vocabulary=

Community rural urban suburban economy production shelter needs wants

= = ·  How does production and acquisition of goods and services differ among communities? ·  How do citizens within a community differ in the acquisition of goods and services to meet their needs and wants? ·  Students will understand that the nature of a community will determine how goods and services are produced and acquired. ·  Students will understand how the characteristics of a community (rural, urban, suburban) impact how citizens provide for their needs and wants. ·  Students understand how taxes contribute to the economy of a community. ·  Students will compare and contrast the differences among rural, urban and suburban areas and explain why people might move from one area to another. ·  Students will explain how different occupations contribute to a marketplace in urban, rural and suburban communities (jobs that produce goods vs jobs that provide services). ·  Students will explore how taxes are collected and utilized in various communities (rural, urban and suburban).
 * __ Essential Questions: __**
 * __ Enduring Understandings: __**
 * __ Unit Objectives: __**

· How do environmental and geographic features of a community affect its development and growth? · How do environmental and geographic features of a community affect the lives of its inhabitants? · Students will understand that key characteristics of any community have developed and grown based upon features of the environment and the geography of its physical location. · Students will understand that inhabitants of a particular community must provide for their needs and wants using the resources that are provided by that community. · Students will explain how the economy (goods, services, taxes) of a community developed in a particular way because of its unique environmental and geographic features. · Students will compare and contrast how the lives of two families from distinct communities are similar or different because of their geographical location. =Beginning the Unit=
 * __Essential Questions:__**
 * __Enduring Understandings:__**
 * __Unit Objectives:__**

What do students already know about urban, suburban and rural communities (create a 3 column chart whole class) What are the characteristics or qualities of Urban communities? What are the characteristics or qualities of Suburban communities? What are the characteristics or qualities of Rural communities?
 * How do you have a discussion / experience at the beginning of a unit to: excite, prompt imagination, enthusiasm, interest.

= = =As the Unit Continues=
 * Creating a plan to study a unit

As the unit continues Creating a plan to study a unit Specific mini-lessons / activities that support the unit A timeline to help students / teachers think about how to plan their unit


 * Refer to Smart notebook file on National Communities

Holidays around the world notes and video: [|Slap Dance Video] = =

=Toward the End of the Unit=

Toward the end of the unit How do you assess students? Could consist of: Rubrics to evaluate final student work Checklists for observing students during social studies time Performance assessment Any communication documents to help parents know about a unit of study What types of “celebrations” might happen at the end? What mini-lessons might you need for wrapping the unit up?

Completion of projects (Urban, suburban, rural flip book) What we know now about our community now that we didn’t at the beginning of the year?