2nd+Grade+Connecticut

=2nd Grade Unit # 3 November Connecticut=

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= __Books:__ Uniquely Connecticut N is for Nutmeg United Streaming-K-2-Social Studies-Connecticut (variety of videos and segments on wide range of CT topics) CT tourism board materials? [|www.enchantedlearning.com] - Connecticut printouts and activities



=Key Vocabulary=

Community Connecticut state abrreviation (CT) =Essential Question(s)=

How do community members participate in a community in order to make it work and function?

=Enduring Understanding=

What you hope for students to understand as a result of this unit. The ideas that transfer from year to year.

Students will understand that each student plays a vital role in the process and ability for a classroom community to function.

Students will understand that every community has rules and consequences that enable that community to run smoothly. (class rules, school rules, CARE, STAR)

= = =Unit Objectives=

What each child is supposed to know as the unit progresses. *

Students will have an understanding of what it means to participate in a community.

Students will be able to explain what a community is and how its changed over time. ( a picture)

Students will be able to compare different communities within the school. (visit a K or 1 and 4th or 5th classroom)

= = = = =Beginning the Unit=

Brainstorm ideas about what they already know about CT and what makes it special (sports, colleges, attractions, teams, museums)
 * How do you have a discussion / experience at the beginning of a unit to: excite, prompt imagination, enthusiasm, interest.
 * How do you find out what students already know about the essential questions?
 * Classroom discussion, pre-assessment "3 Facts About CT" slide from Smartnote book file, can they identify CT on a map and respond to a few brief questions about the state they live in? How do you abbreviate Connecticut?**

Mini-lessons ideas Refer to Smartnotebook Mini-lesson ideas on state symbols etc. Use various portions to create your own CT unit and assessments. =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 Refer back to Smart notebook file for possible mini-lesson and project ideas. = =

=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. See Smart notebook file slide on Scrapbook checklist if interested Performance assessment: -3 Facts about CT -Postcard to friend -Blank US map using abbreviations label CT and (one bordering state) as bonus Any communication documents to help parents know about a unit of study What types of “celebrations” might happen at the end?- Share their projects from the unit. Create CT Museum in classroom to display all projects.

What mini-lessons might you need for wrapping the unit up? See Smart notebook file What did we learn about CT? Is there a new place in CT you will now visit because of this unit? What other questions do we have? Where could we look to find those answers?( Computer lab research?)

Completion of projects: Possible Suggestions- Connecticut Scrapbook, create your own state flag and liscence plate, letter/poster to friend coming to visit CT "Why should that person come to CT?" Symbols packet, 3 Facts of CT sheet with picture. Write a post-card to a friend pretending they went on a trip to CT. What we know now about our community now that we didn’t at the beginning of the year.