Title: Second Grade: Social Studies:Australia Subject: Social Studies

CCSS Creel, 2005

Topic: Culture Grade: 2 Designers: Newnan Crossing/Northside

Stage 1: Desired Results QCC & ELA Standard(s) QCC (underline big ideas and key 38. Uses maps and globes as a source of information. words) 41. Names and locates one’s state, country, and continent on a map and globe. 14. Acquires information through reading, observing and listening. 11. Compares the present day customs and lifestyles of the United States to selected places in the Eastern Hemisphere including Japan and Australia (food, shelter, clothing, transportation, fine arts, resources and goods and services) 15. Uses various print and non-print reference sources to locate information. 17. Develops a class or small group list of questions and seeks answers from a school or home population; conducts interviews. 20. Explains and compares information in different types of graphs. ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student a. applies letter-sound knowledge to decode quickly and accurately. b. Automatically recognizes additional high frequency and familiar words within texts c. Reads familiar text with expression d. Reads second-grade texts at a target rate of 90 words correct per minute e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text. ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student a. reads a variety of texts and uses new words in oral and written language. b. recognizes grade appropriate words with multiple meanings. c. determines the meaning of unknown words on the basis of context. ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student a. reads a variety of texts for information and pleasure b. summarizes text content c. interprets information from illustrations, diagrams, charts, graphs and graphic organizers CCSS Creel, 2005

ELA2.LSV1 The student uses oral and visual strategies to communicate. The student d. interprets information presented and seeks clarification when needed. e. begins to use oral language for different purposes: to inform, to persuade, and to entertain. f. uses increasingly complex language patterns and sentence structure when communicating. g. listens to and views variety of ;media to acquire information. h. Increases vocabulary to reflect a growing range of interests and knowledge. QCC and ELA The students will understand … Enduring Understandings  Location of Australia and key features (Teacher tool)  Differences and similarities in Australian culture and American culture  Apply resources and communication skills to present understanding of Australian culture and how it compares\contrasts to American culture. QCC and ELA Where is Australia located? Essential questions How do the seasonsi n Australia compare to those in the (2-5 questions) US? What goods and services are available in Australia (Student tool) and how do they compare to those of the USA? What types of food are eaten in Australia and how to they compare to those in the USA? What animals and natural resources can be found in Australia and how do they compare to those of the USA? How doest the music of Australia differ from that of the USA? How does the literature of Australia differ from that of the USA? Elements Utilize the standard elements to identify knowledge and skills QCC and ELA Knowledge (noun) Skills (verbs) Knowledge & Skills Maps Reading (Comes from the elements) Globes Listening Vocabulary Observing Customs Researching lifestyles Interpreting culture Presenting CCSS Creel, 2005

WHERETO: Stage 2 - Assessment Evidence: What evidence will show that students met the learning goal? Traditional Portfolio Authentic Self-assessment Assessment Assessment Assessment Rubric Benchmark Tests Travel Brochure Travel Brochure

Stage 3 – Designing an Instructional Plan Hook and Hold interest: pointing toward Big Ideas, Essential Questions, and Performance Tasks

A travel agent holds a presentation on planning vacations. They then plan their vacation to Australia.

Anchor Activities: Books for literature circles. Design a brochure for Australia. Create a suitcase of necessary items for the trip. Create a menu of traditional Australian cuisine. Create a topographical map of Australia. Create a national zoo for Australia

CCSS Creel, 2005

Explore the Big Ideas, Essential Questions, and Equip for final performance Direct Instruction Experiential Learning Independent Indirect Interactive Learning Instruction Instruction Model building Essays Concept Cooperative  Compare/contrast attainment learning  Advanced Role playing Graphic organizers organizers Inquiry Interviewing  Demonstrations Simulations  Explicit Teaching  Graphic Reports Reflective Role playing Organizers discussion  Anticipation Research Guides project Reading for  Setting objectives meaning and providing Summarizing feedback and note  Note taking and summarizing taking

Rethink, Revise, Refine, Reflect, Resubmit

Peer review of brochure. Use that rubric to self evaluate and revise!  Teacher review as work is in progress.

Encourage ongoing evaluation and student self-evaluation Peer review of brochure. Use that rubric to self evaluate and revise! 

Tailoring the Design for Diverse Learners Differentiated Suggested Suggested Extensions Activities Accommodations Books for literature circles. Power point or computer Design a brochure for Australia. Oral report or generated brochure, menu, Create a suitcase of necessary items for poster rather than or suitcase the trip. brochure Create a menu of traditional Australian cuisine. Study guides Create a topographical map of Australia. Colab help for Create a national zoo for Australia literature circles CCSS Creel, 2005

Organizing the Learning Compile unit portfolio:

 Geography Uncovering: Landforms, food, Landforms traditional music, vernacular Major cities and territories Oceans  Climate  Economy  Culture Food Shelter Clothing Social subgroups Customs and language  Animals and habitats