Stage 1 Identify Desired Results Established Goals: Lesson TopicSounds of Our Community: Listening to Sounds in City and Agricultural

l Areas Standards: SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe. Students will understand that objects in the city have a louder sound because of noise from cars and buses sounds in rural areas are quiet because there are lesser cars and buses around Essential Questions (s): What does the city sound like? Are you living in a city? How do you know? What does an agricultural area sound like?

Students will know key terms: noise, quiet, country, nonurban, rural, agricultural, city, urban, downtown, suburb differences between city and agricultural area what is commonly found in each community

Students will be able to identify sounds in the city describe sounds in the city and agricultural areas

Performance Tasks:

Stage 2 Determine Acceptable Evidence Other Evidence: Quiz-The sounds of the city and the sounds of an agricultural area Follow-Up Activity- Students will take a walk around their block near home and write down sounds that were heard; students will share findings at next class meeting

Students will create graphic organizers

Student Self-Assessment and Reflection -Did I understand my task? -Did I listen carefully enough to find the information I need? -Did I use the information I already knew? -Did I participate and contribute to the group learning activity?

Stage 3 Plan Learning Experiences WHERETO (Students have had previous lesson on places in our community with classroom teacher) 1. Students will be engaged by showing a rotating display, on the interactive whiteboard, photographs of a community and photograph of location on map/Google Earth. (Google Earth will be saved on school computer desktop) H, E 2. Teacher will begin discussion about what students know about their community from personal experience or from classroom instruction. W, E, H, R 3. Media specialist and teacher will review with students what they have been learning in their classroom to make connections and identify a purpose for the lesson. W 4. Media specialist discusses with classes objects found in photographs with students help, questioning and emphasizing key points throughout the discussion. H 5. Media specialist explains the graphic organizer and demonstrates how to use it and the interactive whiteboard by modeling an example with the teacher. O, E 6. To demonstrate what they have learned while completing graphic organizer, students volunteer to come to whiteboard and connect community objects/sounds with the community background. E, T 7. Students chose a sound heard within a community and explain/describe to the group the sound. T, R 8. Media specialist and teacher will assist students with self-assessment of what they learned. Questions above will be shown on interactive whiteboard and students will evaluate on 3-1 scale; 3 meaning I understood and do need extra help, 2 meaning I understood but need more time with lesson, and 1 meaning I did not understand and need help. Students will place fingers on chest to show self-assessment to teacher and media specialist. Or, 3 meaning yes, 2 meaning maybe, and 1 meaning no. (Depends on how self-assessment questions are worded) E-2 9. Students will complete quiz on sounds heard in a city and sounds heard in an agricultural area. E