Traci Evers

Loras College

2nd GradePeople Settle

Planning Template

Stage 1 – Desired ResultsEstablished Goal(s): Iowa Core Curriculum, Gr. 2

Understand the relationship of the individual to the components of society and culture.- Understand that a community is a group to which a person may belong.

Understand how human factors and the distribution of resources affect the development of communities and movement of populations.

- Understand why people choose to settle in different places.- Understand the role that resources play in human’s daily lives.- Understand modes of transportation used to move products, people and ideas.

Understanding(s):Students will understand…

Factors that influence where people live. The geography of a place affects the way

people live. The differences and similarities between

urban, suburban, and rural areas.

Essential Question(s):What are some of the reasons people choose to live in a place?

Natural resources Type of community Needs of the people

Students will know… Students will be able to… Students will be able to identify how the geography of a place affects the way people live. Students will be able to identify and compare urban, suburban, and rural areas. Students will understand that a community can be described by its population AND the amount of

land it covers.

Stage 2 – Assessment EvidencePerformance Task(s):Students will complete an analysis of where they currently live. They will show knowledge of the geographical and man-made resources of the place in which they live, as well as the type of place they live (urban, suburban, or rural).

Other Evidence: Pre-assessment: Students will draw a

picture of their ideal place to live. 4 corners activity.

Students

Stage 3 – Learning PlanLearning Activities:Lesson 1: Talk about why people may choose to settle in a specific place (tiered lesson plan). Students will identify the natural resources they use to live.

Investigation using different texts in groups based on ability.Lesson 2: Talk about why people choose to live in a specific place – man-made resources. Students will identify the man-made resources that people need to live.

Interview parents/ grandparents and ask why they moved here.Lesson 3: Talk about rural, urban, and suburban spaces (tiered lesson plan).

Students will understand the differences and similarities between each different type of living situation using jigsaw groups.

Assessments

Pre-Assessments Students will draw a picture describing what they know about a community, and

where people settle. Students will be instructed to divide a sheet of paper into the following four

categories and draw or write what they think is best for each category if they were creating their ideal community.

What would a typical house look like? What would ‘main street’ look like?

What would the land look like? What resources would be in your community?

At the bottom ask students to write one sentence describing their town. (Check for understanding by seeing if students describe their town as a suburban, urban, or rural).

Formative Assessment Observation of students. Level of participation in class discussions. Students will complete an analysis of the community that they live in that they will

work on throughout each lesson plan in the Community Analysis booklet.

Summative Assessment Each student will complete the Community Analysis booklet (see Appendix). Each student’s booklet will include a title page similar to that of a book with an

appropriate picture that depicts the community. The students will summarize the information they learned about their community in

the final letter to their pen pal from another country.

Lesson #1: Natural ResourcesObjective: Students will be able to identify how the geography of a place affects the way people live.

Materials: posted notes or notecards, marker, board, grade level and below grade level texts, primary source, advertisements/propaganda (fabricated or primary – be sure the students know the distinction), tiered worksheets, Community Analysis final project booklets (NATURAL RESOURCE page)

Anticipatory Set:

1. Have a conversation as a class about what kinds of things (resources, etc) people need to live.

2. Write down each idea the students have on an individual notecard or posted note. 3. Once the students have named everything they think a community needs. Divide the

board into two categories. One side will say natural and the other side will say man-made. Think-a-loud as you place some of the ideas you wrote one the posted notes/notecards into one of the two categories. Ask for class assistance in completing the categorization of every idea mentioned. (Hint: Complete this activity in a place where it can be left up for the remainder of the unit so it can be referenced again in sequential lessons).

4. Instruct the students that they will be completing an investigation of some of the natural resources of where they live (or city in which the school is located).

5. Remind the students that pioneers/ pilgrims were the first people to settle in this area. A long time ago the only people living on this land were Indians. Why did the original settlers decide to come to this area? Today the class will be splitting up into different groups to look for some of the reasons people settled in this area.

6. Give the students a hint: they may find some of the ideas in the natural resources category in their sources.

Procedure:

7. Students will be divided into groups based on reading ability for a tiered lesson. a. Higher level students will read a primary source that shares information about

the original settlers of the area. b. Mid-level students will read an appropriate grade level book that shares

information about the original settlers of the area. c. Lower level students will read an appropriate below grade level book that shares

information about the original settlers of the area.

d. Students learning English as a second language and children with learning disabilities will read advertisements (either primary source – propaganda about the area- or teacher made mock ads).

8. Students will work with their groups to find three reasons people came to settle the area. Each student will write down their thoughts. Then the groups will consider what resources brought people to the community and the importance of those resources.

9. When the students finish their investigations they will meet as a class to share their discoveries. Each group will have the opportunity to tell the class the reason their source said the original settlers came to the area.

10. As each group shares their information reference the ideas under the natural resource column created at the beginning of class. Move the ideas mentioned to the bottom of the column to form a sub category. Add ideas as necessary, but use a different color posted note/notecard to differentiate between the prior knowledge of the class and learned knowledge.

Closure:

Now that the students have discovered the resources and reasons people originally came to the area, they will determine how those reasons shaped the lifestyle of the place.

o Review the natural resources each group mentioned o Share an example: People settle by a river so they have a water

supply and an easy way to travel to different places. o Ask the students how the people could benefit from these resources. o Write down some of the students ideas in a cause and effect style on

the board.Example: Cause = River as a natural resource, Effect = people had access to a water supply and a means of transportation

Students will work individually to complete the NATURAL RESOURCES worksheet from their Community Analysis booklet.

o Explain to the students that they will continue to fill out this booklet throughout the unit until they have a complete analysis of the community in which they live.

Assessment: Students will convey understanding of geographical features on the lives of people in the NATURAL RESOURCES worksheet from their Community Analysis booklet.

Accommodations:

Extensions: Students will be challenged to read a more difficult text and perform a more in depth analysis of the topic discussed.

Remedial: Students will have the opportunity to experience success by using a text that is at an appropriate level for them. Students will be able to grasp the concept through a focus on strengths and abilities.

Lesson #2: Choosing a Place to LiveObjective: Students will understand factors that influence where people live.

Materials: Community Analysis booklet, notes from the previous class discussion on the board, variety of pictures of things in the community

Anticipatory Set: Class discussion

1. Remind the students of the previous topic: the natural resources that brought settlers to the area.

2. Refer to the second column, the man-made ideas the students listed previously. Tell the students that today they will be analyzing the man-made resources of the community.

a. Say: Once people decide to live in an area, they start to build the things they need. They build roads and bridges to make it easier to get from place to place. They make homes for shelter. Communities begin to grow.

b. Ask (as an example): Why would people want to live by a river? i. Answer: rivers have water to drink and fish to eat.

3. Ask the students to identify the man-made resources that exist in their community. 4. Just like the previous lesson, move the ideas the students mention to the bottom of the

column to create a sub-category apart from the other ideas.

Procedure:

5. The students will divide into the same groups from the previous lesson. 6. Each group will receive a couple of pictures the teacher took from different places or

things in the community. 7. The students will work in their group to identify the man-made resources in the pictures

and their importance to the community. 8. Each group will share their photos with the class. The students will share with the class

the man-made resources in the picture and their importance to the community.

Closure:

Students will work individually to complete the MAN-MADE RESOURCES worksheet in their Community Analysis booklet.

Students will interview their parents using the Parent Interview found in the Community Analysis booklet.

The next day, after students complete their interviews the class will discuss what the children discovered. While sitting in a circle, every student will share one reason their parents decided to live in that area.

Assessment: While the students share the results of their interview with their parents they will display an understanding of the importance of the man-made resources in a community and how they influence how people live. Students will display understanding of the importance of these resources in the completion of the MAN-MADE RESOURCES worksheet found in their Community Analysis booklet.

Accommodations:

Extensions: Higher level students will receive more challenging photos from the community (such as businesses that provide jobs for people)

Remedial: Students will be able to derive understanding from looking at images. Students that work at a lower level will receive photos that highlight standard man-made resources (such as modes of transportation in the community, houses that provide a place for people to live, roads, grocery store where people get food, etc). Students are able to express their knowledge through the use of graphic organizers and structured conversation with parents.

Lesson #3: Rural, Urban, and SuburbanObjective: Students will understand the differences and similarities between urban, suburban, and rural areas.

Materials: Photo examples of all three types of communities, Community Analysis booklet, textbooks, other resources in the classroom

Anticipatory Set: Class discussion

1. Remind the students that they have learned about the natural and man-made resources in the community. They have analyzed the importance of these resources to the life of the people in the community. These resources have created a lifestyle for our community.

2. Explain to the students that there are three different kinds of communities that differ in the resources (both man-made and natural) that they have. Each of these different communities has a different lifestyle. Write the names for each of the three communities on the board: urban, suburban, and rural.

3. Have three different images, each one representing a different type of community. Show the students the image that is most similar to their community. Ask the students what they see in the picture. Ask the students what life might be like for the people in the picture. Place the picture under the appropriate word written on the board. Explain to the students that the community they live in is a _____type of community.

4. Perform the same process with the other two pictures.

Procedure: Group Activity

5. Divide the students into the same groups as before based on ability. a. Higher level group will analyze the most unfamiliar type of community. b. Mid-level group will analyze the lesser familiar type of community. c. Lower level group will analyze the type of community they live in.

6. Each group will complete the corresponding worksheet in their Community Analysis booklet using the information about the community found in their textbooks. The students can also look at the pictures just introduced to the class, as well as any other resources in the classroom.

7. Each group will work to become the ‘experts’ on that particular type of community so they can answer any questions their classmates may have.

8. When the groups have finished their discussion, they will present their findings to the class and answer any questions their classmates have.

Closure:

The students will complete the pages in their Community Analysis booklet for the other two types of communities while that group presents their findings.

Ask the students to look at the picture of Indiana on page 129 in their textbooks. As a class talk about how even though the green shaded area takes up the most amount of land, it does not mean that they have the most amount of people. In fact the red areas (the smallest amount of land on the map) have the most people. Explain to the students that just because an area has a lot of land does not mean it has a lot of people.

Assessment: Students will display knowledge of each type of community in their Community Analysis booklet.

Accommodations:

Extensions: Students will be challenged to analyze an unfamiliar type of community. Remedial: Students will be able to experience success by analyzing a familiar type of

community that they can relate to personally. Teacher will support students as needed. Graphic organizer structure used to display information in a more visually appealing way. Use of visuals in initial instruction.

Optional images for Anticipatory Set:

AppendixCommunity Analysis booklet

- Title page- Initial assessment – ideal community- NATURAL RESOURCES - MAN-MADE RESOURCES- Parent Interview- Urban community- Suburban community- Rural community- Review graphic organizer- Students will write a letter to their pen pal from another country describing

their community, talking about the natural resources, man-made resources, and the type of community they live in and how those things influence their lifestyle. Students will complete the graphic organizer in the booklet before writing their letter.

Rubric for grading final project

My Community

By:______________

My Dream Town

What would a typical house look like? What would ‘main street’ look like?

What would the land look like? What resources would be in your community?

Natural Resources

N a tu ra l R eso u rce Im p o rta n ce

Man-Made Resources

M a n -M a d e R e so u rce Im p o rta n ce

Interview

Guardian’s Name:_____________________ Date:________________________

1. How long have you lived in this community?a. ______________________________________________

___________________________________________________________________________________________.

2. Why did you first move to this community? a. ______________________________________________

___________________________________________________________________________________________.

3. What do you like about this community?a. ______________________________________________

___________________________________________________________________________________________.

4. What do you wish this community had? a. ______________________________________________

___________________________________________________________________________________________.

5. How would you describe the resources in this community? a. ______________________________________________

___________________________________________________________________________________________.

Urban Community

Draw a picture of what the community looks like.

Describe what you would find in this type of community using at least three sentences.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Suburban Community

Draw a picture of what the community looks like.

Describe what you would find in this type of community using at least three sentences.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rural Community

Draw a picture of what the community looks like.

Describe what you would find in this type of community using at least three sentences.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

People Settle: Review

What people need

What people build

Rural Area Urban Area Suburb

Overview of My Community

Natural Resources in My Community

___________________________________________ ___________________________________________ ___________________________________________

Man-Made Resources in My Community

___________________________________________ ___________________________________________ ___________________________________________

My community is a: suburb urban area rural area

I know this because…

___________________________________________ ___________________________________________ ___________________________________________

Letter to Pen Pal

Dear __________________,

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

,

_

Rubric

5 3 1Completed

bookletEvery page in the booklet has been completed, including a picture on the title page.

The booklet is mostly completed with only a couple pages not filled out.

Three or more pages in the booklet are incomplete.

Content Letter includes information about the natural resources, man-made resources, and type of community.

Letter only includes information about two of the three categories discussed.

Letter only includes information about one of the categories discussed.

Understanding Letter displays accurate knowledge about all three categories.

Letter displays accurate knowledge of only two categories.

Letter displays accurate knowledge of only one category.

Effort Student completed their best work possible. The booklet has been kept neat. The student wrote in complete sentences. Ideas are thoughtful and show critical thinking.

Student completed average work and the booklet is slightly messy and unorganized. The student did not use complete sentences throughout. Ideas are simple and do not show critical thinking.

Student completed less than average work. The booklet is messy with no complete sentences, or evidence of critical thinking throughout.

Total Points: