Where Others Live: Types Of Communities

Grade 2 Social Studies Unit: 05 Lesson: 01 Suggested Duration: 3 Days Dónde viven los demás – Tipos de comunidades Lesson Synopsis: Students review the types of communities, examine physical and human characteristics of place, and compare the characteristics of communities.

TEKS 2.7 Geography. The student understands how physical characteristics of places and regions affect people’s activities and settlement patterns. The student is expected to:

2.7C Explain how people depend on the physical environment and natural resources to meet basic needs. 2.7D Identify the characteristics of different communities, including urban, suburban and rural, and how they affect activities and settlement patterns.

2.14 Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:

2.14B Identify selected patriotic songs including The Star Spangled Banner and America the Beautiful.

Social Studies Skills TEKS: 2.18 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts. 2.18E Interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting.

2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

2.19A Express ideas orally based on knowledge and experiences. 2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

GETTING READY FOR INSTRUCTION Performance Indicator(s):  Perform visual analysis on photographs of communities other than the local community to identify, by listing, physical and human factors of each. Categorize the communities as urban, suburban or rural and explain, orally or in writing, the similarities and differences between communities. (2.7D; 2.18D, 2.18E) 3B; 5B

Key Understandings and Guiding Questions:  Las comunidades varían en sus características físicas y humanas. — ¿Cuáles son las características físicas de una comunidad? — ¿Cuáles son las características humanas de una comunidad? — ¿Cuál es la diferencia de las comunidades en características físicas? — ¿Cómo ayuda el medio ambiente a las personas a satisfacer sus necesidades básicas? — ¿Cómo las características físicas afectan la vida de las personas?

Vocabulary of Instruction:  características físicas de  necesidades básicas  urbana un lugar  comunidad  suburbana  medio ambiente físico  rural  patrones de asentamiento  recursos naturales

Materials:  Refer to Notes for Teacher section for materials.

©2013, TESCCC 05/06/13 page 1 of 6 Grade 02 Social Studies Unit: 05 Lesson: 01 Attachments:  Handout: America the Beautiful (1 per student and 1 for teacher)  Handout: Comparing Communities (optional, 1 per student)

Resources and References:  Possible optional books: — America the Beautiful by Katharine Bates and Wendell Minor

Advance Preparation: 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare to play a recording of “America the Beautiful”, audio or video. (Conduct an Internet search and/or contact the music specialist on campus.) 6. Prepare materials and handouts as needed.

Background Information: Being able to analyze photographs and distinguish between human and physical characteristics of place will lay the needed foundation for students in the following years. It is vital that students be able to comprehend how the characteristics of place affect settlement patterns.  physical characteristics of place – things in the environment made by nature (climate, landforms – natural hills and lakes)  human characteristics of place – things made by humans (buildings, roads, fields/gardens of non-native crops, elevation changes as a result of human activity, lakes formed as a result of dams)  regions – areas of the Earth’s surface that have similar physical or human characteristics distinctive from the characteristics of neighboring areas

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher NOTE: 1 Day = 50 minutes ENGAGE Suggested Day 1 – 10 minutes 1. Play the song “America the Beautiful”. Materials:  recording of “America the Beautiful” 2. Show a variety of pictures of communities that show physical  pictures of communities showing a variety of and human characteristics in rural, urban, and suburban places. physical and human characteristics in rural, urban, and suburban places 3. Facilitate a discussion regarding what students see. Instructional Note: Pictures could be from a book or illustrating the song “America the Beautiful”.

EXPLORE – Visual Analysis/Review Suggested Day 1 continued – 15 minutes 1. Choose one picture to focus on, perhaps a picture of the local Materials: community.  picture of the local community showing physical and human characteristics 2. Create a T-chart with the labels Physical characteristics and  chart/butcher paper for T-chart Human characteristics. Leave room at the top so that later in the lesson, the type of community can be deduced (rural, Purpose:

© 2012, TESCCC 02/17/12 page 2 of 6 Grade 02 Social Studies Unit: 05 Lesson: 01 Instructional Procedures Notes for Teacher suburban, urban). Also, leave space at the bottom of each Introduce ideas, review previous learning, and help column for students to deduce, also later in the lesson, that students begin to deepen their understanding of the physical characteristics occur naturally and human concepts of human and physical characteristics as characteristics are engineered by humans. well as begin to differentiate places as rural, urban, and suburban based on their characteristics. 3. To aid in concept development, as students name characteristics, write them in the appropriate column. Instructional Notes: Students have previously studied physical 4. Read the list of physical characteristics and discuss. Guide characteristics of place (TEKS 1.6A: landforms, students to notice that physical characteristics are things that bodies of water, natural resources, and weather). exist in nature. (Physical characteristics include: landforms, Students have previously studied human bodies of water, natural resources, and weather.) characteristics of place (TEKS 1.6C: shelter, clothing, food, and activities). 5. Read the human characteristics and discuss. Guide students to notice that human characteristics are things that have been engineered by humans. Guide students to speculate about differences and perhaps notice that human characteristics are things that people have created as ways to solve problems and meet their needs (build houses to provide shelter, build roads to expedite travel, etc.).

6. Add these terms to the Word Wall: human characteristics, physical characteristics, rural, urban, and suburban.

7. Continue the discussion, comparing characteristics shown in pictures of urban, rural, and suburban communities and recognizing physical and human characteristics.

8. Keep the chart posted throughout the lesson.

EXPLAIN – Vocabulary Suggested Day 1 continued – 10 minutes 1. Distribute or display pictures from the Engage section. Materials:  pictures from Engage section of communities 2. Student pairs choose one picture to analyze. showing a variety of physical and human characteristics in rural, urban, and suburban 3. Each partner should use at least two of the academic places vocabulary words from the Word Wall in a sentence describing the picture.

4. Teacher circulates, listening, probing with questions, and correcting misinformation.

5. As time allows, switch partners and repeat.

EXPLORE – Different communities Suggested Day 1 and 2 continued – 30 minutes 1. Introduce discussion of basic needs by asking students what Materials: people need to live. (Food, shelter, clothing.)  drawing paper  art supplies 2. Record the answers that students give. If students do not  pictures of different communities in Texas mention food, clothing, and shelter, guide them to remember  map of Texas with communities in the pictures that people need these to survive. (They will likely mention noted earning money to pay for what they need.) Purpose: 3. Students think about the local community and consider how Students begin to discover that different people in the community meet their basic needs, relating them communities have different physical and natural to characteristics of the local community. features, but there are some elements that are © 2012, TESCCC 02/17/12 page 3 of 6 Grade 02 Social Studies Unit: 05 Lesson: 01 Instructional Procedures Notes for Teacher needed in every community. 4. Display a picture of a community in Texas and locate the community on a map of Texas. Point out geographic features of TEKS: 2.7A, 2.7B; 2.19A, 2.19B the state (rivers, Gulf of Mexico, mountains, coastal plain, forests, etc.). Also, name natural resources in various regions Instructional Notes: (oil, water, lumber, coal, fertile land, etc.), and discuss how they Basic human needs (SS TEKS – K.6A): food, affect what people do in the region. clothing, shelter Basic needs (Sci TEKS – K.9B): food, water, and 5. Model thinking about the community in the picture by first shelter for animals and air, water, nutrients, noticing activities that take place in a community and then sunlight, and space for plants relating those activities to the physical characteristics of the A graphic organizer, such as a version of the place (landforms, bodies of water, natural resources, and Graphic Notes Organizer (below), could help weather) in order to provide evidence that these characteristics students organize their ideas: affect human activities. (Examples: In this picture of Rockport, Texas, people are fishing for food in the Gulf of Mexico. The Gulf of Mexico is a body of water. This is one way a body of water, a physical characteristic of the Picture environment, affects peoples’ activities. In this picture of Amarillo, Texas in the winter time, people are wearing Evidence heavy coats and bracing against the wind whipping through Palo Duro Canyon. The weather, a physical characteristic of the environment, affects the way people People live where they can meet their basic needs. dress. This is a picture of an oil well in Luling, TX. Oil is a People settle where there is water available (for natural resource. People earn a living drilling for oil and drinking, transportation, etc.). working on oil wells so they can purchase goods and services to meet their basic needs.)

6. Distribute pictures of Texas communities to student pairs.

7. Student pairs should think about how the physical environment (landforms, bodies of water, natural resources, and weather) affects people’s activities and follow the same pattern as the teacher modeled to identify ways the physical environment affects people’s activities in the regions/communities in the pictures. Students create sentences to describe the relationships.

8. Teacher circulates, probing with questions, correcting misinformation, and adding information as needed.

EXPLAIN –Relationship between environment and activities Suggested Day 2 continued – 10 minutes 1. Students draw pictures illustrating the sentences they created Materials: in their pairs. They write the sentence under the picture.  drawing paper 2. Students meet with a different partner to share and explain their drawings using at least two academic language terms (rural, urban, suburban, physical characteristics, human characteristics) and describing the relationships.

3. Switch partners, and share again. Repeat.

EXPLORE – America the Beautiful Suggested Day 2 continued – 15 minutes 1. Distribute drawing paper and the Handout: America the Materials: Beautiful.  index cards 2. Have students listen to the song and read along. Repeat and  recording (audio or video) of “America the sing along. Beautiful” © 2012, TESCCC 02/17/12 page 4 of 6 Grade 02 Social Studies Unit: 05 Lesson: 01 Instructional Procedures Notes for Teacher 3. Facilitate a brief discussion about the song, the meaning of its  highlighters or colored pencils (at least two lyrics, etc. Connect parts of the song with what students colors) learned in Celebrate Freedom Week. 4. Distribute highlighters and/or colored pencils. Attachments: 5. Students read (and listen) to the lyrics again, this time listening  Handout: America the Beautiful (1 per student for physical characteristics of places and underlining or and 1 for teacher) highlighting them in one color. 6. Facilitate a discussion where students share their ideas and Purpose: discuss why they marked certain phrases as they did. If Recognize examples of geographic characteristics possible, use a copy of the lyrics and a document camera to in another context, and learn a patriotic song about create a class version. Students use academic vocabulary as America. they participate on the discussion. (They can change/adjust the marks on their copy of the lyrics as needed.) TEKS: 2.7C; 2.14B; 2.18B; 2.19A, 2.19B 7. Consider allowing students to illustrate the physical characteristics identified by the class. Instructional Notes: Many recordings are available online, with and without vocals. Choose verses/stanzas, or even lines, to focus on; the whole song does not need to be used. Kinesthetic movements and hand signals can be added to illustrate the lyrics (sway as amber waves of grain, put hands together in a V for mountains, etc.).

EXPLAIN Suggested Day 2 continued – 5 minutes 1. Students turn and talk to a partner, using an academic language term to tell about their favorite part of the song.

ELABORATE – Solidifying Understanding Suggested Day 3 – 20 minutes 1. Facilitate a discussion where students use academic language Materials: to answer the guiding questions to support the Key  T-chart created during the Explore on Day 1 Understanding.  Communities vary in their physical and human characteristics.  What are physical characteristics of a community?  What are human characteristics of a community?  How do communities differ in their physical characteristics?  How does the physical environment help people meet their basic needs?  How do physical characteristics affect people’s lives?

2. Return to the T-chart created during the Explore on Day 1.

3. Student pairs need to turn and talk about the chart.

4. In a class discussion, decide whether the picture was of a rural, suburban, or urban area. Also, summarize physical characteristics and human characteristics. Add the information to the chart.

5. Display a map of Texas or another portion of the world.

6. Students make predictions about physical and human characteristics of other regions of the world. © 2012, TESCCC 02/17/12 page 5 of 6 Grade 02 Social Studies Unit: 05 Lesson: 01 Instructional Procedures Notes for Teacher

EVALUATE – Performance Indicator Suggested Day 3 continued – 30 minutes  Perform visual analysis of communities other than the local Materials: community to identify, by listing, physical and human factors  pictures of communities other than the local for each. Categorize the communities as urban, rural or community suburban and explain, orally or in writing, the similarities and differences between communities.(2.7D; 2.18D, 2.18E) Attachments:  Handout: Comparing Communities (optional, 3B; 5B 1 per student) 1. Provide students with pictures of communities other than the local community.

2. If desired, use the Handout: Comparing Communities for this activity. Have students circle the type of community in each picture, then identify and list physical and human characteristics shown. On the back, students need to summarize a comparison between the communities, providing examples of similarities and differences. (The explanation can be completed orally.)

3. Encourage the use of academic language in the product.