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Published by: meggurn on Nov 23, 2012
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A City Grows Taller Unit 1 Extended Lesson 3Social Studies Lesson Plan
EDEL 453 - Spring 2011 Karen Powell- Instructor Submitted by: Margaret Gurn
Summary of the Lesson Plan:
This social studies lesson is designed for _2nd__ grade students to learn about how the cityof New York developed over time. New York began as a small farming community andhas developed into a large urban city. It is set up as a whole group lesson with acombination of hands-on activities and group discussions.
Target Population:
 __2nd_ grade
all students
whole group, individual assessments
G6.2.4 Identify patterns of change in the community
G7.2.3 Define and compare rural and urban communities
A City Grows Taller Unit 1 Extended Lesson 3Social Studies Lesson Plan
EDEL 453 - Spring 2011 Karen Powell- Instructor Submitted by: Margaret Gurn
In core lesson 3, students learned about comparing rural and urban communities. Inthis extended lesson the students will look at New York City and how it has changedthrough the years from a small rural community to a large urban city.2.
Before this lesson the class will create a chart comparing the differences betweenrural and urban communities. The whole class will brainstorm ideas and the teacher will create a chart on butcher paper.3.
The students will look at the picture of New York City in the past on page 48.Students will think about what types of activities might have happened in andaround New York City at the time of this illustration.4.
The students will look at the image of New York City as it appears today. They willthink about the differences and similarities of the two communities.5.
Preview the vocabulary word:
with the students. Ask them to break theword apart: sky and scraper. Tell them the definition is a very tall building the
“scrapes the sky”
The teacher will read aloud the story on pages 48 and 49.7.
The teacher will discuss the idea that when we talk about the different rural andurban communities we are usually talking about 2 separate communities. But insome cities, like New York City, we are actually talking about the development ofthe same community. It begins as a small rural area and as it develops, it changesinto an urban community.8.
The class will discuss reasons a community might develop from a rural area into anurban area. The class will brainstorm and the teacher will write reasons for this typeof development on butcher paper.
After reading and discussing the changes in New York City the teacher will discussthe idea that this development and change has happened in other cities as well.There will be books available for the students to look through of different cities
 LasVegas Then and Now by Su Kim Chung; Boston Then and Now (Then & Now) by Elizabeth McNulty;
Chicago Then and Now (Compact) (Then & Now Thunder Bay) by Elizabeth McNulty;
 Miami Then and Now (Then & Now) by Klepser Carolyn and Arva Moore Parks; MexicoCity Then and Now by David Lida; San Francisco Then and Now by Eric J. Kos ( and others that can be located)
A City Grows Taller Unit 1 Extended Lesson 3Social Studies Lesson Plan
EDEL 453 - Spring 2011 Karen Powell- Instructor Submitted by: Margaret Gurn
The students will create their own comparison posters of a rural and an urbancommunity. They will draw one picture of a rural community and one picture of anurban area. They will need to show the different types of buildings in eachcommunity.
Which part of the lesson do you think will be the easiest for you to teach?
I think this lesson will be relatively easy to me because I enjoy looking at these typesof historical changes. Because this is a follow up/extension lesson the concept willnot be new, but shown in a different way.
Which part will be most challenging for you to teach?
I think there might be some difficulty in teaching the concept of the rural and urbancommunity being the same city. Previous lessons compare different communities, butthis shows development of one city.
How will you follow up or extend this lesson?
By offering additional books of cities “Then and Now” the students will be ab
le toaccess these books to see how other cities have also developed.
What can you do for students who don’t grasp the concepts?
The additional books on different cities should be a good source for students who arestruggling with the development idea. I would also try to find Then and Now booksfrom cities that the students can personally relate to; if they lived in or visited a city owhere their family originates from.
Which part of the lesson, if any, do you think might need to change?
I do not think any changes need to be made, just the addition of supplementalmaterials
When you were writing this lesson plan, what was the most difficult part?
I found the most difficult part of this lesson plan to be “getting started”. I had some
difficulty wrapping my head around what to show the students, but once I got startedit was better.

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