Social Studies Unit Plan Bridgetgantner

Integrated Social Studies Unit Plan
Stage I. Desired Outcomes:
Unit Name: WHO AND WHAT SHAPES OUR COMMUNITY?

Grade Level: Estimated Duration:
2nd Four weeks (8 sessions)
Key Knowledge and Understandings (Standards)
Social Studies Standards:
CA HSS Content Standard: 2.2 Students demonstrate map skills by describing the absolute and relative
locations of people, places, and environments.
1. Locate on a simple letter-number grid system the specific locations and geographic features in their
neighborhood or community (e.g., map of the classroom, the school).
3. Locate on a map where their ancestors live(d), telling when the family moved to the local community
and how and why they made the trip.
Common Core ELA Standards: *Can be copied and pasted directly from the Internet
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding
of its characters, setting, or plot.
CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply
1
reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons,
and provide a concluding statement or section
Visual and Performing Arts Standards:
Visual Arts:
CCSS.VAPA.3.1.Explain how artists use their work to share experiences or communicate ideas.
CCSS.VAPA.4.1. Compare ideas expressed through their own works of art with ideas expressed in the work of
others.
CCSS.VAPA.4.3. Use the vocabulary of art to talk about what they wanted to do in their own works of art and
how they succeeded.
CCSS.VAPA.5.2. Select and use expressive colors to create mood and show personality within a portrait of a
hero from long ago or the recent past.
C3 Social Studies Framework Standards (OPTIONAL):
D2.Geo.1.K-2. Construct maps, graphs, and other representations of familiar places.
D2.Geo.2.K-2. Use maps, graphs, photographs, and other representations to describe places and the
relationships and interactions that shape them.
D2.Geo.5.K-2. Describe how human activities affect the cultural and environmental characteristics of
places or regions
Other-PE, Math, Science, Music, etc. (OPTIONAL)

N/A
21st Century Success Skills (Creativity, Collaboration, Communication, Critical Thinking/Problem Solving) to
be integrated throughout the unit:
Critical Thinking/Problem Solving: Creativity:
Use Systems Thinking ` Work Creatively with Others
● Analyze how parts of a whole interact ● Develop, implement, and communicate new ideas
with each other to produce overall to others effectively
outcomes in complex systems ● Be open and responsive to new and diverse
Students will organize, analyze, and synthesize perspectives; incorporate group input and feedback into
what they know, notice, and know about maps to the work
create their own: 1) of their own community, and Students will organize, analyze, and synthesize information
emphasizing places important to them; 2) of a as they work creatively with their partners and small
community they most likely have never been to groups. Students will have several opportunities to give
and know little about, constructed from an creative input, from visual representation of communities
interview with a community member. Students to speaking in front of parents to explain their work.
will also organize, analyze, and synthesize what
they notice, wonder, and know about the people
in their community to gain a more broad picture
of who and what shape Venice.
2
Collaboration: Communication:
Collaborate with Others Communicate Clearly
● Assume shared responsibility for ● Articulate thoughts and ideas effectively using
collaborative work, and value the oral, written, and nonverbal communication skills
individual contributions made by each in a variety of forms and contexts
team member Students are expected to use their “I” statements to work
Students will organize, analyze, and synthesize through conflict and come to agreements with their peers
information as they work kindly and when working together. Students are expected to
compassionately with their partners and alternate acting as leaders in their groups if one is deemed
classroom peers. Most work for this unit, and necessary. Students are always expected to contribute to
indeed completed in the class, is collaborative. the work as a whole. Community Circle will be used to
Students learn to cohesively work in practice being good listeners and speakers, which
heterogeneous groups (e.g. their Tribes), as well translates directly into partner and small group work.
as in homogeneous groups.
Unit Summary:
The purpose of this unit is to wonder and notice who and what shapes the community of Venice, where the
school is located and the students live. As such, the essential question of the unit is “Who and what shapes our
community?” Ultimately, students will gain an understanding of why people come to the community of Venice
and how the life experiences of people help to give the community its identity. This is, of course, in addition to
learning map skills and gaining insight into the many purposes of maps. The supporting questions and
assignments build, day by day, from superficial - What kinds of maps are there? - to thought provoking - How is
my community shaped by people? By the end of the unit, students will be able to connect the mental dots from
a basic map to a map of their community from their own point of view, to the idea that people leave
communities by necessity and choice, to the idea that sometimes those people move to new communities, to
the idea that Venice - their community - is shaped in some way by all of the people living in it.
Unit Driving Questions:

Compelling/Essential Question for Unit:
Who and what shapes our community?
Supporting Questions:
What kinds of maps are there?
What are map symbols and how do I use them?
What does our classroom community look like on a map?
Why do people move to new communities?
Why did people become part of my community?
How is my community shaped by people?
Unit Learning Targets:
I can identify what I already know about maps.
I can contrast different kinds of maps.
I can discriminate between different places on maps.
I can create my own map.
I can interpret different symbols on a map.
I can construct a cardinal rose and explain its purpose.
I can demonstrate my fluency by reading aloud.
I can compare and contrast different maps.
I can infer why something happens in a story.
I can create a map of my community and prioritize important places on it.
3
I can accurately classify map information as important symbols.
I can work and converse kindly with my partners.
I can interpret the location of simple objects on a map grid.
I can apply a grid to my community map.
I can identify what I know about maps when writing.
I can write in complete sentences.
I can categorize facts about myself when I use a chromebook.
I can distinguish between the reasons people move away from their homes.
I can interview a person to gain information.
I can compile facts about a person I interview.
I can organize facts about a person in my head and on paper.
I can summarize what I learned when interviewing a person.
I can converse and work kindly with my partners.
I can transfer an image into a piece of art.
I can produce a map of someplace I have never been.
I can focus and persist in completing already started projects.
I can distinguish between different drafts of my work.
I can convey important information when I talk.
I can interpret and explain what I worked on to others.
I can analyze what I learned from my projects.
Stage II: Assessment/Evidence
Culminating Task:
Adapted from: National Geographic https://www.nationalgeographic.org/activity/community-migration-story/
Students will complete a “Community Member Interview Project” in which students will interview a member of
the community who has migrated from another state or country. Students will learn the reasons why people
leave their communities and the reasons why people join the community of Venice.
● Students will work in small heterogeneous groups chosen by the teacher
● A letter will be sent home to parents explaining the details of the project
● All interviewees will be chosen by the teacher and assigned to a group of students
● Interviews will be conducted in class and during class time
● All groups will ask the interviewee the same questions: What is your name? Where were you born?
What do you remember about that place? Why did you leave? Why did you move to Venice? Is the place
you were born still your community? Why or why not? What else should I know about you? Please draw
a simple map of the community you are from.
● Each group will record their interview in writing (Source P)
● Each group will draw and color or paint a portrait of the interviewee
● All groups will sketch a simple community map of the community the interviewee is from
● All faces and maps will be posted on the classroom wall at the culmination of the project, along with the
students My Community Map drawings and the Compass Rose
Individual Products: Group Projects:
● Journal Entry ● Completed “Classroom Map”
● Completed “Compass Rose” ● Draft of “My Community Map”
● Oral Reading Fluency ● Grid worksheets
4
●
“My Community Map” with grid
●
Migration Poll
●
Written Responses to Interview Questions
●
Photo of Community Member
●
Group Share
●
Draft of Painted Portrait
●
Draft of Community Map
●
Portrait - finished product
●
Community Member Community Map - finished
product
● Community Member Questionnaire - finished
product
● Compass Rose - finished product
● Community Member Community Map - finished
product
What criteria will you use to evaluate student products and performance tasks (rubric)?
● Rubrics for the Culminating Project: http://bit.ly/2P4OiVH
Other Evidence:
● Thumbs-Up
● Think-Pair-Share
● Group Share
● Community Circle
● Journal Writing
● Anecdotal Records: http://bit.ly/2LBK1Hd
● Monitoring Understanding/Progress: http://bit.ly/38fkddr
Stage III: Learning Plan
Entry Event for Unit: How are you going to Stage and Engage?
● Introduce maps of where they live: Source A
● Introduce different kinds of maps: Source B and Source C
● Make maps relevant to their live: Source D
Week 1
Focus Questions:
What kinds of maps are there?
What are map symbols and how do I use them?
Learning Targets:
I can identify what I already know about maps.
I can contrast different kinds of maps.
I can discriminate between different places on maps.
I can create my own map.
I can interpret different symbols on a map.
I can construct a cardinal rose and explain its purpose.
Learning Activities:
Week 1, Day 1 (55 minutes):
5
Source A: Maps of Venice, CA (laminated copies from Master Teacher)
aps of California (https://www.nationalgeographic.org/activity/mapping-landforms/)
Source B: M
Source C: Other Maps (https://commons.wikimedia.org,
https://www.nationalgeographic.org/article/between-lines-learn-read-maps-pro/?utm_source=BibblioRCM_Ro
w)
Source D: Classroom Map
Teaching Point: Today, we’re going to learn that there are many different kinds of maps that people use. We’re
doing this because people use maps so that they can find places that are important to them. We’ll learn this by
observing different maps and by making our own Classroom Maps.
WHAT - There are many different kinds of maps that people use...
BY - Observing different maps and by making our own Classroom Maps...
WHY - People use maps so that they can find places that are important to them...
Teaching:
● Show Source A, Source B, a nd Source C
○ Students will discuss what they notice and wonder about the various maps
Individual Work:
● Social Studies journals:
○ Students will write about the topic: When might we use a map?
Collaborative Work: Use Source D:
● Students will work with their Tribes to create classroom maps.
○ Each map should include: tables; chairs; rug; rainbow table; lounge; library; bookcases.
○ Each map should have at least two symbols drawn in and labeled in the key/legend.
Source E: Flocabulary video https://www.flocabulary.com/unit/map-skills/
lassroom compass rose (posted on walls)
Source F: C
Source G: Compass Rose Template from “The Classroom Key”
https://www.teacherspayteachers.com/Product/Compass-Rose-Craftivity-1461002
Teaching Point:. Today, we’re going to learn map symbols and how to use them so that we can make our own
community maps. We’ll learn this through watching a fun video and by making our own compass roses.
WHAT - Learn map symbols and how to use them...

BY - Through watching a fun video and by making our own compass roses...
WHY - So that we can make our own community maps...
Teaching:
● Show Source E video
6
○ Group Discussion about information learned
● Group Discussion about the classroom Compass Rose
○ Use Source F
Individual Work: Use Source G template:
● Each student will make and label a compass rose. Students may work with peers, although each student
must turn in his own product.
Collaborative Work:
● Students will share and discuss their previously created Classroom Maps.
Week 1: Formative Assessment Strategies and Checks for Understanding

● Thumbs Up
● Wait Time
● Observation: Anecdotal Records
● Written journal entry
● Completed “Classroom Map”
● Completed “Compass Rose”
○ Student Work: https://adobe.ly/2RutmsL
Week 1: Instructional Strategies for ALL Learners (Universal Design for Learning)
Differentiation/Multiple Means of Representation

● Modeled Project -I will provide a model of the Compass Rose for the students to use if necessary as
guidance.
Differentiation/Multiple Means of Engagement
● Think-Pair-Share - All students will discuss relevant information with their seat partners before
voluntarily sharing with the class.
● Alternative seating - Students will sit/lay/stand (almost) wherever they want for partner work.
Differentiation/Multiple Means of Expression
● Grand Conversation - Students will discuss openly what they believe they learned in the lesson,
following the guidelines of the Group Share Protocol (posted on the wall). Grand Conversation is a time
for students to express thoughts and feelings uninterrupted by me, the teacher.
For struggling students I will:

● Thumbs Up, Wait Time, and Think-Pair-Share Time - Struggling students can listen to and talk with peers
to clarify information and thoughts.
For EL students I will :
● Thumbs Up, Wait Time, and Think-Pair-Share - EL students can listen to and talk with peers to clarify
information and thoughts.
● Buddy - EL students will be seated next to their “buddy”, who is another student who is able to translate
between English and the EL student’s home language whenever desired.
For advanced students I will:
7
● Advanced Work - Advanced Students can lead their think-pair-share discussions and give responses
during Whole Group response.
IEP for Student A:
● Student A is seated on her carpet spot, which is near the teacher, allowing her easy viewing (adult
modeling of mannerisms) and listening (adult modeling of voice).
● Student A is allowed a lot of leeway in moving around and asking questions during the Mini-Lesson. She
also has a fidget toy she can utilize while seated on the carpet.
IEP for Student B:
● Student B is seated on his carpet spot, which is directly in front of the teacher and allows for easy
viewing (adult modeling of mannerisms) and listening (adult modeling of voice).
● Student B is allowed a lot of leeway in moving around and calling out/making socially-awkward segways
without negative consequence.
Week 2
Focus Question:
What does our classroom community look like on a map?
Learning Targets:
I can demonstrate my fluency by reading aloud.
I can compare and contrast different maps.
I can infer why something happens in a story.
I can create a map of my community and prioritize important places on it.
I can accurately classify map information as important symbols.
I can work and converse kindly with my partners.
I can interpret the location of simple objects on a map grid.
I can apply a grid to my community map.
I can identify what I know about maps when writing.
Source H: L esson Slides: http://bit.ly/37pdFZm
Source I: The Map of Good Memories by Nuno http://bit.ly/2PcxNFU
Source J: E xamples of maps (drawn, Google Earth)
Teaching Point: Today, we’re going to learn about different community maps by reading a book together and
noticing what’s the same and what’s different in maps. We’ll do this so that we can make our own community
maps.
8
WHAT - Learn about different community maps...
BY - Reading a book together and noticing what’s the same and what’s different in maps...
WHY - We can make our own community maps...
Teaching:
● Show Source H - Lesson Slides
○ Introduce essential questions
○ Read The Map of Good Memories, S ource I
■ Students take turns volunteering to read paragraphs aloud to the class
○ Use Source J
■ Students will discuss what they notice and wonder about the various community maps
Individual Work:
Collaborative Work:
● Students will draw a simple map of their community (Venice, CA) with classmates, creating their own
“Map of Good Memories”.
○ Students will work with their reading partner(s).
○ Each map needs to include the students’ houses, their school, the ocean, and roads.
○ Each map must include a compass rose, key/legend, symbols, and labels.
○ Maps do not need to be to scale.
Source K: Lesson Slides http://bit.ly/2qlXxY4
Source L: Grid Worksheets
ommunity Map Questions Worksheet
Source M: C
Teaching Point: Today, we’ll learn to use a grid with our maps, and add a map title and map date, so that we
can better understand and use maps. We’ll do this by using maps with grids together, as a class, and then by
using a grid on your own. Later, you’ll add a grid to your Community Maps you started with your partners the
other day.
WHAT - Learn how to use a grid on a map...

BY - Using maps and grids together, and practicing them on our own...
WHY - So that we can better understand and use maps…
Teaching:
● Use Source K - Lesson Slides
○ Discuss essential question
○ Review old map vocabulary and introduce new map vocabulary
○ Discuss what we know about community maps
● Teach and discuss grids on maps
9
Individual Work:
● Use Source L
○ Students will work with their reading partners. Partners will share worksheets.
○ Each student will independently cut out and glue 5 images to their grids.
○ Each student will switch grids with their partner, then locate and record their partner’s images
on the worksheet.
Collaborative Work:
● Students will continue working on their Community Maps with their partners. In addition to the
previous requirements, students will need to:
○ Draw a simple letter-number grid system on their maps.
○ Add a map title and a map date.
○ Use Source M to answer: What are some map symbols you used for your community map? Why
was it important to use them?

● Thumbs Up
● Oral Reading fluency
● Whole Group Discussion
● Draft of “Community Map”
● Grid worksheets
● “Community Map” with grid
○ Student Work - http://bit.ly/38fkddr
● Written response

● Picture book - Illustrations tell the story of Zoe, a little girl who must leave her community as she flees
war.

10
IEP for Student A:
IEP for Student B:
Week 3
Adapted from:
National Geographic https://www.nationalgeographic.org/activity/why-people-move/ and
https://www.nationalgeographic.org/activity/community-migration-story/
Focus Question:
Why do people move to new communities?
Why did people become part of my community?
Learning Targets:
I can categorize facts about myself when I use a chromebook.
I can distinguish between the reasons people move away from their homes.
I can interview a person to gain information.
I can compile facts about a person I interview.
I can organize facts about a person in my head and on paper.
I can summarize what I learned when interviewing a person.
I can transfer an image into a piece of art.
I can produce a map of someplace I have never been.
Week 3, Day 1 (55 minutes): Standards-
Source N: World Map
Source O: Migration Poll - Google Form (https://forms.gle/zjNF7wg9cjKTpP8C6)
Source P: Community Member Interview Questions
Teaching Point: Today, we’ll learn about where people in our community come from by answering questions
about ourselves and interviewing others. We’ll do this so that we can begin to understand some reasons why
people migrate, or move someplace other than where they are from.
WHAT - Learn about where people in our community come from...

BY - Answering questions about ourselves and interviewing others...
11
WHY - To understand some reasons why people migrate...
Teaching:
● Use Source N
○ Group Discussion about what students know and what they wonder about why people leave
their communities and move to another one.
○ Introduce Interviewees for “Community Migration Interview Project”
■ Community members/interview subjects are chosen by Teacher beforehand and invited
into the classroom for the session
Collaborative Work:
● Use Source O and chromebooks:
○ Students will work with their Tribes to answer questions about themselves in an informal
migration poll: Who has lived in a different city? Who has lived in a different state? Who has
lived in a different country? If so, why did your family move? How did it feel to move to another
place?
● Begin “Community Migration Interview Project”
○ Students will work with their Tribes and are assigned a Community Member
○ Use Source P to ask interviewee questions and give a written response
○ Each group will snap a photo of the Community Member’s face to use as a visual guide for a
portraiture
Community CIrcle:
● Students will share something they each learned about the Community Member they interviewed.
Collaborative Work:
● Students will work with their Tribes to draw and color or paint a portrait of their interviewed
Community Member from the picture they previously took.
● Students will work with their Tribes to sketch and label a simple community map of the community their
interviewee is from.

● Thumbs Up
● Migration Poll
● Written Responses to Interview Questions
● Photo of Community Member
● Group Share
● Draft of Painted Portrait
● Draft of Community Map

● Visual Representation - Use of the chromebook and an online site to write or voice-record answers.
12

IEP for Student A:
IEP for Student B:
Week 4
Adapted from:
https://www.nationalgeographic.org/activity/community-migration-story/
Focus Question:
How is my community shaped by people?
Learning Targets:
I can focus and persist in completing already started projects.
I can distinguish between different drafts of my work.
I can convey important information when I talk.
I can interpret and explain what I worked on to others.
I can analyze what I learned from my projects.
DAY1
Teaching Point:
● Whole Group - Brief review of assignments
Collaborative Work:
13
● Continued work on Community Migration Project
○ Portrait
○ Community Map
○ Interviewee Questionnaire
● Students will make any changes or add any finishing touches they want to their Compass Roses and
their Community Maps from previous lessons.
Week 4, Day 2 (75 minutes): Standards -
Teaching Point: Today is our Community Project Viewing Party! It is important that you not only see the product
of your persistence and hard work by sharing your project with your classmates and their parents, but receive
compliments for your accomplishments. This is important so that you build confidence in actively sharing your
ideas out in the real world..
WHAT - You not only see the product of your persistence and hard work...receive compliments...
BY - Sharing your project with your classmates and their peers...
WHY - You build confidence in actively sharing your ideas out in the real world...
Teaching: “VIEWING PARTY!”
○ Parents/guardians of parents are invited into the classroom for the session
○ Students explain and share their final products with their peers and the parents
Community Circle:
● Each student shares one thing of interest from their project to the room at large.
Whole Group:
● Each student shares the whole of their project with their peers and the adults present in the classroom.
○ Parents walk around from group to group and move at their leisure.
Community Circle: Students will have a conversation about what they noticed about their migration projects.
Students will think and respond on the following questions:
● What are some things that are the same about your community members? What are some things that
are differencent? Why did people move to our community?

● Wait Time
● Portrait - finished product
● Community Member Community Map - finished product
● Community Member Questionnaire - finished product
● Compass Rose - finished product
● Community Map - finished product
14
● Wait Time - Struggling students can listen to and talk with peers to clarify information and thoughts.
● Wait Time - EL students can listen to and talk with peers to clarify information and thoughts.
● Advanced Work - Advanced Students can engage in stimulating conversation about their projects, as
well as give responses during Community CIrcle.
IEP for Student A:
● Student A can choose who she wants to share her presentation with, as well as where she sits in the
classroom.
● Student A can choose to not comment during Community Circle.
IEP for Student B:
● Student B can choose who he wants to share his presentation with, as well as where he sits in the
classroom.
● Student B can choose to not comment during Community Circle.
ALL ATTACHMENTS CAN BE FOUND AT: http://bit.ly/2YB9ZzS
15

Social Studies Unit Plan Bridgetgantner

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Social Studies Unit Plan Bridgetgantner

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Integrated Social Studies Unit Plan

Stage I. Desired Outcomes:

Unit Name: WHO AND WHAT SHAPES OUR COMMUNITY?

Other-PE, Math, Science, Music, etc. (OPTIONAL)

Unit Driving Questions:

WHAT - Learn map symbols and how to use them...

Week 1: Formative Assessment Strategies and Checks for Understanding

Differentiation/Multiple Means of Representation

For struggling students I will:

WHAT - Learn how to use a grid on a map...

Week 2: Formative Assessment Strategies and Checks for Understanding

Differentiation/Multiple Means of Representation

For struggling students I will:

WHAT - Learn about where people in our community come from...

Week 3: Formative Assessment Strategies and Checks for Understanding

Differentiation/Multiple Means of Representation

For struggling students I will:

Week 4: Formative Assessment Strategies and Checks for Understanding

ALL ATTACHMENTS CAN BE FOUND AT: http://bit.ly/2YB9ZzS

You might also like

Social Studies Unit Plan Bridgetgantner

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Social Studies Unit Plan Bridgetgantner

Uploaded by

Copyright:

Available Formats

​Integrated Social Studies Unit Plan

Stage I. Desired Outcomes:

Unit Name: WHO AND WHAT SHAPES OUR COMMUNITY?

Other-PE, Math, Science, Music, etc. (OPTIONAL)

Unit Driving Questions:

WHAT - ​Learn map symbols and how to use them...

Week 1: Formative Assessment Strategies and Checks for Understanding

Differentiation/Multiple Means of Representation

For struggling students I will:

WHAT - ​Learn how to use a grid on a map...

Week 2: Formative Assessment Strategies and Checks for Understanding

Differentiation/Multiple Means of Representation

For struggling students I will:

WHAT - ​Learn about where people in our community come from...

Week 3: Formative Assessment Strategies and Checks for Understanding

Differentiation/Multiple Means of Representation

For struggling students I will:

Week 4: Formative Assessment Strategies and Checks for Understanding

ALL ATTACHMENTS CAN BE FOUND AT: ​http://bit.ly/2YB9ZzS

You might also like

Integrated Social Studies Unit Plan

WHAT - Learn map symbols and how to use them...

WHAT - Learn how to use a grid on a map...

WHAT - Learn about where people in our community come from...

ALL ATTACHMENTS CAN BE FOUND AT: http://bit.ly/2YB9ZzS