Topic: Where We Live

Stage 1

Standards:
2.SS.2.1.1 Identify landforms, bodies of water, and human made features such as cities and dams
on a map and globe.
2.SS.2.1.2 State the cardinal directions and how to use a compass rose
2.SS.2.2.1 Compare how environmental conditions affect living styles and clothing in different
parts of the country.

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text.

Big Idea:
Where we live establishes our culture and identity.

Key Understanding:
Students will understand….
● Why do we have to dress warmer during the winter times.
● How the geographical landmarks provide opportunities for food.
● How did Idaho become established.
Essential Questions:
● Why did the people start hunting for food? How did the people move to the state of
Idaho?
● What occurred at these landmarks to make them special, and how do they affect these
cultural groups?
Students will know…
● The key facts about why the people moved to Idaho
● They will learn new vocabulary about the land around the area.
Students will be able to…
● Recognize the different landmarks that make up Idaho
● They will be able to express their learning about the clothes they wear here
Stage 2
 Assessment Evidence
Pre-Assessment
● Test them on facts about Idaho
● See if they know most of the historical places
● Why do we get snow here?
● Why did we start hunting animals?

Performance Tasks

Formative Assessment:
● After teaching about the historical landmarks of Idaho, the teacher will do a quick review
to see if the students remembered what was covered.
● Students will have opportunities for discussion about their own culture and how it can fit
into our community.

Post-Assessment
Same as the pre-assessment with the additional written responses on essential questions
● Students will give written responses on why we get snow in Idaho, using scientific facts.
● Students will give a written response explaining why we began hunting animals in Idaho;
using historical facts.

Pre-Assessment:

Questions:
 1. Why do we have to wear warm clothes during the winter?
A. The air is warm
B. There is so much snow
C. We live on a beach
D. We live on a farm
2. What is the main vegetable we plant because of our soil?
A. Carrots
B. Potatoes
C. Tomatoes
D. Corn

True or False
1. True/False. Did the Teton Dam fail
a. True
b. False
2. True/False. A common crop here is dragon fruit.
a. True
b. False
3. True/False. There are four Native American Reservations located in Idaho.
a. True
b. False
4. True/False. Shoshone Falls is a large lake.
a. True
b. False
5. True/False. Is the Snake River really a snake.
a. True
b. False
6. True/False. Do we need snow clothes during the winter time.
a. True
b. False

For this part of the test you will look at the numbers on the map and match it with the right
landmark.
 7

9
2
3 1
10
5

Landmarks:
A. Craters of the Moon………………………………………………………._______
B. Hell’s Half Acre………………………………………………………….._______
C. Idaho State Capitol……………………………………………………….._______
D. Shoshone Falls…………………………………………………………....._______
E. Teton Dam………………………………………………………………...._______
F. Snake River……………………………………………………………….._______
G. Lake Coeur d”alene……………………………………………………….._______
H. Teton Mountain Range…………………….……………………………...._______
I. Kootenai Native American Reservation…………...……...………………._______
J. Nez Perce Native American Reservation…………….……………………._______
ANSWER KEY

Questions
1. B
2. B
True/False
1. A
2. .B
3. A
4. B
5. B
6. A
Landmarks
A. Craters of the Moon……………………………………………………….___2___
B. Hell’s Half Acre…………………………………………………………..___1___
C. Idaho State Capitol………………………………………………………..___3___
D. Shoshone Falls………………………………………………………….....___5___
E. Teton Dam………………………………………………………………....___9___
F. Snake River………………………………………………………………..___6___
G. Lake Coeur d”alene………………………………………………………..___4___
H. Teton Mountain Range…………………….……………………………....__10___
I. Kootenai Native American Reservation…………...……...……………….___7___
J. Nez Perce Native American Reservation…………….…………………….___8___

Post -Assessment

Multiple Choice
Questions:
1. Why do we have to wear warm clothes during the winter?
a. The air is warm
b. There is so much snow
c. We live on beach
d. We live on a farm
2. What is the main vegetable we plant because of our soil?
a. Carrots
b. Potatoes
c. Tomatoes
d. Corn

True or False
1. True/False. Did the Teton Dam fail
a. True
b. False
2. True/False. A common crop here is dragon fruit.
a. True
b. False
3. True/False. There are four Native American Reservations located in Idaho.
a. True
b. False
4. True/False. Shoshone Falls is a large lake.
a. True
b. False
5. True/False. Is the Snake River really a snake.
a. True
b. False
6. True/False. Do we need snow clothes during the winter time.
a. True
b. False

For this part of the test you will look at the numbers on the map and match it with the right
landmark.
 7

9
2
3 1
10
5

Landmarks:
K. Craters of the Moon………………………………………………………._______
L. Hell’s Half Acre………………………………………………………….._______
M. Idaho State Capitol……………………………………………………….._______
N. Shoshone Falls…………………………………………………………....._______
O. Teton Dam………………………………………………………………...._______
P. Snake River……………………………………………………………….._______
Q. Lake Coeur d”alene……………………………………………………….._______
R. Teton Mountain Range…………………….……………………………...._______
S. Kootenai Native American Reservation…………...……...………………._______
T. Nez Perce Native American Reservation…………….……………………._______

Short Answers:
For this part you will write in a complete sentence or draw a picture for your answer.
 1. When looking at a compass, which direction should the compass always be pointing to?

2. What are the different symbols are used on a map that represent landmarks? Give me four.
(you can draw it out)

ANSWER KEY

Questions
1. B
2. B
True/False
1. A
2. B
3. A
4. B
5. B
6. A
Landmarks
A. Craters of the Moon……………………………………………………….___2___
B. Hell’s Half Acre…………………………………………………………..___1___
C. Idaho State Capitol………………………………………………………..___3___
D. Shoshone Falls………………………………………………………….....___5___
E. Teton Dam………………………………………………………………....___9___
F. Snake River………………………………………………………………..___6___
G. Lake Coeur d”alene………………………………………………………..___4___
H. Teton Mountain Range…………………….……………………………....__10___
I. Kootenai Native American Reservation…………...……...……………….___7___
J. Nez Perce Native American Reservation…………….…………………….___8___
Short answers
1. The Compass should always point north
2.

Assessment Blueprint
Standard/ Pre-Test Post-Test Type Level of Scoring
Objective Question Question Bloom’s
 Taxonomy

1 2.SS.2.2.1 Why do we Why do we Multiple Knowledge B There is

Compare have to have to Choice /Applicatio so much
how wear warm wear warm n snow
environme clothes clothes
ntal during the during the
conditions winter? winter?
affect
living
styles and
clothing in
different
parts of the
country.

2 2.SS.2.2.1 What is the What is the Multiple Knowledge B Potatoes

Compare main main Choice
how vegetable vegetable
environme we plant we plant
ntal because of because of
conditions our soil? our soil?
affect
living
styles and
clothing in
different
parts of the
country.

3 2.SS.2.1.1 True/False. True/False. True/False Knowledge A True

Identify Did the Did the
landforms, Teton Dam Teton Dam
bodies of fail fail
water, and
human
made
features
such as
cities and
dams on a
 map and
globe.

4 2.SS.2.2.1 True/False. True/False. True/False Knowledge B False

Compare A common A common
how crop here is crop here is
environme dragon dragon
ntal fruit. fruit.
conditions
affect
living
styles and
clothing in
different
parts of the
country.

5 RL.2.2 True/False. True/False. True/False Knowledge A True

Recount There are There are
stories, four Native four Native
including American American
fables and Reservatio Reservatio
folktales ns located ns located
from in Idaho. in Idaho.
diverse
cultures,
and
determine
their
central
message,
lesson, or
moral.

6 2.SS.2.1.1 True/False. True/False. True/False Knowledge B False

Identify Shoshone Shoshone
landforms, Falls is a Falls is a
bodies of large lake. large lake.
water, and
human
made
 features
such as
cities and
dams on a
map and
globe.

7 2.SS.2.1.1 True/False. True/False. True/False Knowledge B False

Identify Is the Is the
landforms, Snake Snake
bodies of River River
water, and really a really a
human snake. snake.
made
features
such as
cities and
dams on a
map and
globe.

8 RL.2.2 True/False. True/False. True/False Knowledge A True

Recount Do we Do we /Applicatio
stories, need snow need snow n
including clothes clothes
fables and during the during the
folktales winter winter
from time. time.
diverse
cultures,
and
determine
their
central
message,
lesson, or
moral.

Idaho 2.SS.2.1.1 See Below See Below Matching/F Knowledge A. 2

Map Identify ill in the B. 1
Match landforms, blank C. 3
 bodies of D. 5
water, and E. 9
human F. 6
G. 4
made
H. 10
features I. 7
such as J. 8
cities and
dams on a
map and
globe.

Unit Map

Social Studies ELA Standard/ Vocabulary Concepts/ Teaching Strategies Assessment of

Standard/ Objective Terms Essential Materials Used Students
Objective Questions

Day 1: All 2.SS.2.1.1 RL.2.6 State: A What do Pencil Asking The students will
about Identify Acknowledge territory that you know Paper questions write questions
Idaho landforms, differences in is a part of a about Textbook KWL Chart down and pass to
larger Idaho? Online PAVE another student and
bodies of water, the points of
government. Resources that student will
and human made view of Government: answer the
features such as characters, The leading questions
cities and dams including by body/group of
on a map and speaking in a people of a
 globe. different voice country.
2.SS.2.2.1 for each Governor: A
Compare how character when representative
and leader
environmental reading dialogue
from each
conditions affect aloud. state.
living styles and
clothing in
different parts of
the country.

Day 2: 2.SS.2.1.1 RI.2.3 Describe River: Large How do Map Virtual field The teacher will
Geographic Identify the connection stream of you know Virtual field trip tell the students
al landforms, between a series water. that is an trip of they will be taking
Highlights Mountain: important important a field trip to all
bodies of water, of historical
Large landform? landmarks the landmarks in
and human made events, scientific elevation of Worksheet idaho. But they
features such as ideas or Earth’s will have to locate
cities and dams concepts, or surface. them on the map
on a map and steps in Dam: Man- and answer
globe. technical made barrier questions about the
procedures in a created to landmarks
hold back
text.
water.
Reservation:
Land set aside
for Native-
American
tribes.

Day 3: 2.SS.2.2.1 RL.2.2 Recount Tribe: Group Who are Beginning of Demonstratio The teacher will
Native Compare how stories, of people the Native a story n read the beginning
American environmental including fables linked by American Materials for of a story about the
Tribes social, tribes? costumes Role play native indians. The
conditions affect and folktales
religious or Materials for teacher will act
living styles and from diverse cultural ties. products what she wants the
clothing in cultures, and Reservation: students to do with
different parts of determine their Land set aside the story. The
the country. central message, for Native- students will then
lesson, or moral. American have to come up
tribes. with their own
Culture: Way story of how the
of life of a Indians got to the
particular area or how they
person. lost their land.

Day 4: 2.SS.2.1.1 RI.2.3 Describe Map: Who knows Map Interest Students will go to
Reading a Identify the connection Representatio how to read Map key Centers different tables
Map landforms, between a series n of maps? Color pages during the class
geographical video period and try
bodies of water, of historical
location. different activities.
and human made events, scientific Compass Each activity will
features such as ideas or Rose: Way of be different.
cities and dams concepts, or showing
on a map and steps in North, East,
 globe. technical West and
2.SS.2.1.2 State procedures in a South
the cardinal text.
directions and
how to use a
compass rose

Day 5: 2.SS.2.2.1 RI.2.3 Describe Citizen: What does Books Independent Students will do
Citizenship Compare how the connection Resident of an it mean to Computers Study individual work
environmental between a series area. be a News articles and try to figure
Community: citizen? Pencils out what is means
conditions affect of historical
Group of paper to be a good citizen
living styles and events, scientific people. and then a not so
clothing in ideas or good citizen
different parts of concepts, or
the country. steps in
technical
procedures in a
text.

Inquiry Lesson Plan

Topic: All Grade Level: Second Name: Sadie Jackson and Stephanie Nations
About
Idaho

#One in a Grouping: Whole class

series of
Five

CCSS: RL.2.6 Acknowledge differences in the points of view of characters, including by

speaking in a different voice for each character when reading dialogue aloud.

Literacy Strategies:
Asking questions
KWL Chart
PAVE
Social Studies Standard: 2.SS.2.1.1 Identify landforms, bodies of water, and human made
features such as cities and dams on a map and globe.
2.SS.2.2.1 Compare how environmental conditions affect living styles and clothing in different
parts of the country.

Objective: Students will be able to explain where they live and the different environmental,
political and geographical conditions.

Vocabulary:
State: A territory that is a part of a larger government.
Government: The leading body/group of people of a country.
Governor: A representative and leader from each state.

Technology: The teacher will utilize Google Earth resources to show the students the different
geography and landmarks of Idaho.
Students will start off the class with this video: https://www.youtube.com/watch?
v=_E2CNZIlVIg

Accommodations:
1. Have the children write/answer one question about Idaho on their assignment.
2. Students can color pictures of the map of Idaho, and famous landmarks.
3. Have students watch these videos:
a. https://www.youtube.com/watch?v=c5SnRvdGkrc
b. https://www.youtube.com/watch?v=gnONYpms2Q0
4. Students with visual impairments can sit closer to the front of the class to see the screen
better.
5. Students with hearing impairments can be seated closer to the teacher and the front of
the classroom so they can hear the teacher better. Handouts with printed instructions
will be given to these students so they can read what they are supposed to do.

Time What the teacher will say and What the student will say Materials
do and do

4 Minutes Anticipatory Set: The teacher The students will watch the https://www.
will start off the class with a video about all the states and youtube.com
quick video about all the 50 their capitals. They will then /watch?
states in the USA. The teacher respond to the teacher about v=_E2CNZIl
will then ask the students which which state they live in which VIg
state they live in and switch the is Idaho.
focus to Idaho. “We live in Idaho! The capital
“Alright class! We just learned is Boise.”
the names of all 50 states in our
country, which state do we live
in?”
“Idaho! That’s right, and what is
the capital of Idaho?”
5 Minutes Teacher input: The students will listen and
Once the children have answered contribute their ideas to what
the questions about where they these vocabulary words mean.
live the teacher will explain, “We
live in the state of Idaho. A state
is a territory that is a part of a
larger government. Idaho is a
part of the government of the
United States of America.”
The teacher will then continue,
“Our country is run by the
United States government, a
government is the leading
body/group of people of a The students will contribute
country. Our country is run by their knowledge on who the
the President, the Senate and President is and any other
House of Representatives and the knowledge of the Legislative
Judiciary Courts.” and Judiciary branches.
The teacher will then finish,
“The United States government
is led by a President and has the
individual states, like Idaho, run
by governors. A governor is a
representative and leader from
each state. Does anyone know
who our governor is?” The students will listen to the
teacher and answer questions
if they know the answer.

8 Minutes Inquiry Questions: Discovery/Inquiry

The Teacher: So i want to run for
governor of Idaho. I am not sure
how to do. What would i need to
know if i want to be governor of
a State?
Questions:
The students will suggest
ideas of what a governor
needs to know and what is
important.

The teacher will say, Those are

all great! Today we are going to
look up what it means to be a
governor of a state and what you
can do to be the best governor.
Why do we need a governor?
You will need to do your
research and explain why.
30 Explore Activity:
minutes The Children will use the internet
or the books to find answers to
the questions. They children
would have already been taught
this already so they will use their
own knowledge and then go
more in depth with what it means
to be a governor.
I want the children to pick out
their top 3 reasons that makes a
good governor for the state of
Idaho. They will write them in
complete sentences. Then they
will go back with there table
group and each share.
Once they share as a group they
will come up with a top 5 list.
Teach:
The teacher will call all students
back to their desk. “As I was
walking around i saw some great
ideas of what is means to be a
good governor.” the teacher will
then go on and have one person
from each group be the
spokesperson. That person will
read the top 5 things that they
have.
The teacher will begin to write
everything on the board and once
each group is done. They will
take a look at the list. Teacher “
those are all great ideas and are
all correct. Great Job!”
Apply:
The students will be able to
explain what it takes to be a
governor.
Explore Activity: Computers
The children will use the with internet
internet and books to do their and i will
research. The teacher will have a folder
walk around and answer any with
questions they have. They will resources that
talk with their classmates and the children
share their information. This can look
will take a lot of work but through.
they can do it.
They will
The Children will pick out also have
their top 3 reasons that make books
up a great governor. Then they available to
will share with their table them that i
group and as a group will have chosen.
come up with a top 5.
Teach: White board
The Teacher will get the class Dry Erase
to focus on her. She will then markers.
tell the class her top 5 list of a
good governor. Then each
group will have a
spokesperson and she will
pick that person and they will
give the top 5.
The teacher will then talk
about the list made. The
teacher will ask “Why does
those things make a good
governor?” she will wait until
the student give her answers.
Apply: Notebook/
The students will be able to Journal.
answer questions that the
teacher has asked them. Will Pencils
share one question and answer
 Also they will be able to explain
why they think certain things are
what it takes to be a good
governor. Hopefully they will
remember these things so that
they can pick the governor that
they want.
with the teacher.
They will be able to give their
personal reasons why they
believe their top 5 is what it
takes to be a good governor.

The students will then be able to

look at the governor they have
now and see what they think
about the work and the type of
person they are. This can be
personal for them. The teacher
should want to express what they
are feeling.
This again will be a personal
thing and they will be able to
write it and say if they were
governor how would they run
things. They can either share
the answer with a friend,
teacher, or friend.

3 Minutes Closure: Closure:

Would any of them want to run
for governor in the future? What
kinds of changes would you like
to make if you were to be
governor?
Students will discuss in their
groups what different laws
and changes they would like
to make and then will share
their ideas with the class.

To be collected: Students will submit a paper that explains the

three reasons that makes a good governor.

Reflection: Done after lesson

Cooperative Learning Lesson Plan

Topic: Grade Level: Second Name: Sadie Jackson and Stephanie Nations
Native
America
ns

#Two in Grouping: Whole group, then table groups

a series
of Five

CCSS: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
Literacy Strategies:
Demonstration
Role play

Social Studies Standard: 2.SS.2.2.1 Compare how environmental conditions affect living
styles and clothing in different parts of the country.

Objective: Students will be able to state the local Native American Tribes and explain their
cultural beliefs.

Vocabulary:
Tribe: Group of people linked by social, religious or cultural ties.
Reservation: Land set aside for Native-American tribes.
Culture: Way of life of a particular person.

Technology: The teacher will utilize Google Earth resources to show the students the different
locations of Natve American reservations.

Accommodations:
1. Students with visual impairments can sit closer to the front of the class to see the screen
better.
2. Students with hearing impairments can be seated closer to the teacher and the front of
the classroom so they can hear the teacher better. Handouts with printed instructions
will be given to these students so they can read what they are supposed to do.

Time What the teacher will say and What the student will say Materials
do and do

3 minutes Gain Attention Gain Attention https://www.

The teacher says to the children, “ The students will watch a youtube.com
Today we will be going over video on Native American /watch?
different tribes. Everything on tribes. v=wi7bqHPe
your desk will be used for YjA
different activities.” the teacher
will then play a video of the tribes
here in idaho.

4 minutes Recall Prior Knowledge Recall Prior Knowledge

The teacher will say,” last time we
talked a little about the land and
the Indians that lived here.” what
can you remember from last
week?
The Children will share what
they remembered from last
week.

4 minutes Group Organization Group Organization Paper

The teacher will organize the The children will get into Feathers
groups by their tables. Each group their table groups and will Face paint
 will be responsible on how they
will demonstrate or present what
they have learned. They will need
to make sure that every group
member was involved in anyway.
The teacher will have things
provided for them.
40 Positive Interdependence
Minutes The children will decide what they
will be showing to the class. The
teacher can provide an example of
what she is expecting from the
groups. The teacher will make
sure that each student knows that
they will have to have a part in the
Role Play.
Each student will write their own
part and turn that into the teacher
so that she knows that they were
involved with the process.
The teacher will also explain that
there will be no group leaders
every student will be heard and
will share the weight of the
project.
10 Individual Accountability
minutes During this time the teacher will
tell the students now that you have
your topic you will go and find
research on that group and each of
you will have to fill up a whole
sheet of paper. Each group will
research this Native American
Reservation and discuss their
beliefs, customs, location and any
other interesting information they
find.
Group 1: Nez Perce
Group 2: Shoshone
Group 3: Bannock
Group 4: Kootenai
come up with a game plan. Glue
Tape
Colors
Markers
Positive Interdependence
The children will come
together and decide what
indian group they want to talk
about. In the end they will all
have to agree on what they
are doing.
Individual Accountability Books
Each child should research Computers
information about their Files the
reservation and contribute at teacher has
least one fact that is essential provided.
to the research.
Each child will read the
provided books and look up
information on the internet on
credible sites to find more
information about details on
the different reservations
located in Idaho. They will
then share their discovered
information with the rest of
their group.
The students will then plan

2 minutes Equal Participation
There will be a peer review paper
to fill out at the end of the project
for the students to fill out about
each of their peers in their group
asking them to evaluate how well
their partners participated and
helped out in this research project.
This will be given to the teacher at
the end of the project
presentations.
Simultaneous Interaction
In each of these groups, the
students will simultaneously
working on researching their topic
and discussing with their peers
their findings.
Group 1: Nez Perce
Group 2: Shoshone
Group 3: Bannock
Group 4: Kootenai
Curricular Assessment
While the student’s groups are
presenting, the rest of the class
will be filling out a handout of the
different information they lear
about that specific Native
American Reservation group. The
students will turn this into the
teacher at the end of class and
their individual parts/roles to
present with the rest of the
class and create any props or
other helpful artifacts to
present to the class.
Equal Participation Peer
Students will fill out the peer evaluation
review paper, answering paper
honestly to report to their
teacher how well their partner
was able to help out and
contribute to the assignment.
Simultaneous Interaction See materials
Students should be listed above.
researching in either the
books, websites or other
provided source that the
teacher provides to find
information that would be
helpful to their presentation,
while creating props or
artifacts that will help
visualize what they want their
classmates to know about
their Native American tribe.
Students will also be
simultaneously be sharing
their findings with their group
so they can plan out their
roles in the presentation.
Curricular Assessment Presentations
Students whose turn it is to worksheet
present will gather their props
and give their presentation
about their tribe.
Students who are not
presenting will fill out a
worksheet about the different
information they learn about
 presentations. the tribes.

Closure & Debriefing Closure & Debriefing Book All is

The teacher will have all the The children will listen to the Welcome by
children clean up their materials teacher and participate in the Alexandra
and have them gather at the front discussion, they will listen to Penfold
of the class. “I saw some their peer’s thoughts and
wonderful work today! You all did contribute their own.
a great job researching and
presenting today. What are some
things we learned today?”
The teacher will open up the floor
for discussion with the students to
share their thoughts on what
happened in class today.
“What have we learned about
these reservations and how do
they add culture to Idaho?”
The teacher should encourage
positive discussion that
encourages the big idea of how
people are more alike than
different and how to respect other
cultures.
The teacher will then read the Students will listen to the
book All are Welcome by book being read and relate the
Alexandra Penfold to the class. ideas of the book to what they
The teacher will then close by learned in class.
asking the students to share their
thoughts about the book.

Reflection: will be done at the end of class.