Community 2Nd Grade 2005

Community Unit Grade 2 Unit Topic and Strategy Background

Unit Title and Subtopics 2nd Grade: Forming Groups and Our Local Community

2nd Grade—Unit 1: Our Community  Tuning in to Community  Preparing to Find Out About Our Community:  Finding Out About Our Community:  Sorting Out Our Community  Going Further With Communities  Making Connections at a Community Breakfast  Taking Action in the Community

Essential Questions:  Why do people form groups?  How do people help each other meet their basic needs?

Enduring Understandings:  How can our local community be described?  How do people in our community make a living?

Students will inquire about…  Groups and why people form them  What a community is  What types of jobs are in a community  The unique identities, jobs, and responsibilities of the members of their community(ies)  How the people in their communities help each other to meet their basic needs

Students will take action…  To help enhance their community in some significant way

Illinois State Standards: Social / Emotional Learning Standards 2A.1b: Use listening skills to identify the feelings and perspectives of others. 2C.1a: Identify ways to work and play well with others.

Social Science Learning Standards 18.B.1a: Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer). 18.B.1b: Identify major social institutions in the community. 15.A.1b: Describe how wages/salaries can be earned in exchange for work. Listening and Speaking Learning Standard 4.A.1a: Listen attentively by facing the speaker, making eye contact and paraphrasing what is said. 4.B.1b: Participate in discussions around a common topic.

English/Language Arts Learning Standard 5.A.1b: Locate information using a variety of resources. 5.B.1a: Select and organize information from various sources for a specific purpose. 5.B.1b: Cite sources used. 5.C.1b: Use print, non-print, human and technological resources to acquire and use information.

*The purpose of this unit is to help our students understand what their community is like and whom it is comprised of. It is also designed to help the students realize ways of making a difference in their community, and doing something about it.

B. Background information on unit topic and perspectives from school, students community, teachers, other non-academic sources. After the 2000 census, it became very obvious that our public education system was undergoing a radical change. The public education system is becoming more and more diverse with every passing year. McLaughlin and McLeod stated that: “If students were distributed evenly across the nations classrooms, every class of 30 students would include 10 students from ethnic or racial minority groups. Of these 10, about six would be from language minority families; two to four of these students would have Limited English proficiency, of whom two would be from immigrant families. Of the six language minority students, four would speak Spanish and one would speak an Asian language. The other language minority student would speak any one of more than a hundred languages.” (McLaughlin and McLeod, 1996). The question is not whether our schools will be changing, but are our schools equipped to handle the changes that are quickly approaching? Many teachers feel that the answer to this question is yes, while others say no. We know this from the various teachers from nearby schools who we have had a chance to talk with. At a school in one town, one teacher said that their students are particularly well suited to be put into any diverse learning situation because their social science studies are thorough and meaningful to their students. One task that achieves this goal takes place in their second grade curriculum. Teachers in second grade at the school are asked to complete a community inquiry project that teaches students to be able to identify rural, pioneer, suburban, local and urban communities and be able to describe changes, physical features and movement of people in communities. While completing this project, students learn about their community as well as about other communities different from their own. The same teacher that felt that their students learn a lot from their studies of community feels that, “students learn a lot from comparing and contrasting different communities and peoples’ ways of life.” When asked if the information is relevant to the students, she responded positively. “The content is extremely appropriate for this grade level. As they [students] begin to grow, so does their understanding of their surroundings. Getting our children to understand the differences early is key.” A student in the District area was asked if he liked the community project. The young boy said that he really liked how all their replicas of the community came together in the hall. (The students were asked to make a replica of a building they would find in a certain community.) He said that he learned how some communities are different and some are the same. It should be noted here that this interview was done in a passing period. Overall, it seemed that the students took great pride in displaying their work in the hall, and enjoyed learning about how other people live. They had a community breakfast which the students enjoyed preparing for. While most community inquiry studies will teach social justice and help students develop a deeper understanding of community, there will be a handful of teachers who implement the inquiry incorrectly. In the another area, fourth grade teachers used community to begin teaching about social justice and diversity. Unfortunately the term “inquiry” cannot be used to name this project. Students found out about the mayor, when the town was founded and by whom, and other "important" facts about the town. The project focused on informational facts, and did not push the students to really begin thinking about the larger picture.

C. Background information on unit topic and perspectives from academic readings

As stated earlier, our classrooms will look significantly different than classrooms looked thirty years ago. In our research, it seems that some teachers mentioned above take for granted alternative perspectives and critical learnings about developing notions of community. Teachers can take a good idea and kill it if they do not implement the activities correctly. In an interview with author Howard Zinn, the question of what exactly to teach in our schools was brought up. Issues of race, class and class conflict, as well as gender were all topics that Zinn felt were important issues that need to be discussed more honestly in the classroom. In essence, Zinn discusses many of the social changes that are occurring in our school system. Therefore it seems that he indirectly would support the implementation of inquiry that studies community. Community inquiries provoke discussions on all the aforementioned issues that Zinn strongly argued are needed in the general education classroom. (Zinn, 1980/1999). Barry McLaughlin and Beverly McLeod discuss issues of how culture and cognition are linked in their essay Educating all our students: Improving education for children from culturally and linguistically diverse backgrounds. Their recent research in psychology emphasizes, “the social context of learning as well, such as the role of family, peer group, and community in the accomplishments of individual learners.” Their research helps prove that community inquiries will help students not only be able to learn about social issues, but also learn how to apply that information to real world situations. Laughlin and McLeod also stress that children do not passively learn from direct instruction methods. “Rather, learning is an active process whereby children create, or construct, an understanding that makes sense to them.” Research helps prove that community inquiries will benefit students. (McLaughlin and McLeod, 1996). D. Background information on instructional strategies There are many instructional strategies that teachers use in educating their students. While some instructional strategies may work very well with certain content areas, they may not be as successful in other academic areas. An overwhelming majority of research now shows that to teach for social justice, our methods of instruction need to be engaging and fresh.

1.) Activating Strategies- this strategy would be most useful to help activate students' prior knowledge through the use of engaging strategies designed to focus learning. Examples of activating prior knowledge would be brainstorming, KWL charts, or Think-Pair-and Shares. (This idea came from: http://its.gcsnc.com/act/strategies/activating.htm) 2.) Agree/Disagree Matrix- Similar to a KWL chart, the agree/disagree matrix will challenge students to agree or disagree with a statement before the unit of study. The students will research and then record their opinion again. Small groups then meet to discuss any shift in the matrix. (This idea has come from various classroom observations.) 3.) Multiple Intelligence Theory- Howard Gardener argues that there are eight types of learners, that process information very differently. Thematic Units or large projects should include an activity that helps each type of learner. (This idea came from many professors in the education department at the U of I - 2005.) 4.) Quicktalk- (Think/Pair/Share) Students have the opportunity to share everything they know with a partner about what they know about a subject prior to learning. (This idea came from various classroom observations.) 5.) Problem-Based Learning (PBL)- Science instructors such as Dr. Sheila Ashbrook encourage us to use PBL with students. PBL is when the teacher poses a real-world problem, and the students research the answer to the problem. This strategy can be applied to any content area. (This idea came from Dr. Sheila Ashbrook – Department of Curriculum and Instruction – U of I.) 6.) Picture Mapping- Picture mapping is similar to concept maps in that it forms a hierarchal way to organize concepts. However, Picture mapping only uses pictorial representations of concepts or objects. (This idea came from various classroom observations.) 7.) Peer Tutoring/Questioning- Peers take a large role in the direction that groups or individuals go when they allow time to peer tutor or question. In this strategy, students are asked to evaluate the quality of work their peers produce, and then share the information they know to guide their friends in the right direction. (This idea came from a presentation in our special education class at the U of I – 2005.) 8.) Multimedia- Using any type of computer, text-based, audio, and visual components to teach. (This comes from the technology standards.) 9.) Modeling (read aloud) – Literary Strategy* (This idea came from various classroom observations.) 10.) Self Regulated Learning * (This idea came from a presentation in our special education class at the U of I – 2005.)

Modeling Modeling any type of positive behavior is an important task that teacher must learn to acquire. Modeling can basically be described as and behavior or skill that teachers model to transfer the skill to their students. More specifically defined in an instructional setting, modeling can be defined as any type of literacy activity that you model and hope for the students to learn the desired behavior. A read aloud can be beneficial because it encourages language development, and models good reading behaviors necessary for growth. This type of instruction is useful for beginning readers, emergent readers, early readers as well as fluent readers. In a balanced literacy program, effective teacher will model to their students what good readers look like, how they sound, and model the skills that they need to access information. This type of literacy instruction works well if the degree of participation is gradually increasing, and the role of the teacher is slowly decreasing at the same time. To model a behavior a teacher must explicitly model the behavior and ask students to notice what he/she is doing. Then, during guided practice time, the students will have the opportunities to mimic the behavior of their teacher. It is hoped that the students will eventually bring that behavior or skill to their own independent work. Modeling can be used for any content area in addition to literacy, which makes this instructional strategy highly accessible for teachers. It is very practical, and seems to encourage students to use the language of the teacher. The task that the teacher is modeling needs to be explicit and “Modeling has been shown to be a vital part of helping students learn the process of constructing meaning and of helping them learn the various strategies and skills involved in this process.” (Bandura, 1986).

Self Regulated Learning According to Exceptional Learners self regulation can be defined as, “a broad term referring to an individual’s ability to regulate his or her own behavior.” (McCormick, 2003, p. 124). While this definition does not specifically address self-regulation as a teaching strategy, it does give its readers a foundational understanding of self-regulation. Self regulation, in accordance with teaching strategies, is any type of instruction in which the learner is monitoring his or her actions, “and actions through language meditation.” Teachers that employ the use of this method may use direct instruction to begin their lesson, but eventually allow the students to take the initiative to become their own teachers. Now that we have a better understanding of what self regulated instruction looks like, we can discuss how self regulation works in the classroom. Candace S. Bos and Sharon Vaughn say that in self regulated learning, “students act as their own teachers. Students are expected to take active roles in the learning process and to be responsible for their own learning.” (Bos, 2002, p. 48). Unlike direct instruction, students will be expected to be completing the assigned work, but will ultimately be in charge of their own personal learning. Students of all ages and backgrounds need the ability to self regulate, and need the ability to take the initiative to learn on their own. It seems that this type of instruction would be particularly useful for students that enjoy group work, as well as interpersonal learners. Self regulated learning works well with students that have, “behavior disorders, particularly those with conduct disorder.” (Bos, 2002, pg. 48). Karoly says that, “The processes of self-regulation are initiated when routine activity is impeded or when goal- directedness is otherwise made salient.” (Karoly, 1993, p. 4). Teachers should offer many self- regulated task to students, and make sure that all students are benefiting from this type of instruction. Students that have a disorder with self regulating should be able to begin to recognize their responses to situations, and learn appropriate responses to their problem. These students may respond particularly well to self regulated teaching because they are learning to control their behaviors. This strategy is highly practical in most general education settings. Most students require a certain amount of independent learning and self regulated instruction can give them the structure they need to complete the assigned text. Resources for Community Unit

Bandura, Albert. Social foundations of thought and action: A social cognitive. Englewood Cliffs, NJ: Prentice Hall. xiii, 617 pages.

This text addresses human motivation from a social-cognitive perspective. It addresses the major roles played by cognitive cause. It talks about the basic principles of this theory to personal and social change.

Bos, Candace S., Vaughn, Sharon. Strategies for Teaching Students with Learning and Behavior Problems. Boston: Allyn & Bacon, 2002. (48)

In addition to discussing many other teaching strategies for students with disabilities, this text offers many teaching strategies that can be used in general education classrooms. This text also focuses on both the characteristics of students with learning disabilities as well as classroom tested instructional strategies.

Communities. McGrawHill Book Company, 1998.

A textbook, which in chapter 4, discusses jobs and workers around the community.

Hallinan, P.K. My Dentist, My Friend. Nashville: Ideals Children’s Books, 1996.

A book explaining about what a dentist does and why they are needed. It also helps students who are afraid of going to the dentist to see what each of the steps of being at the dentist might be to prepare themselves.

Hamston, Julie and Kath Murdoch. Integrating Socially. Portsmouth, NH: Heinemann, 1996.

One of our instructional texts used for CI 448. This text discusses how to make students socially integrated and critically analyzing historical or historically related texts. There are some great lesson plans and ideas as well. We used this resource for the list and definitions of Key Perspectives for teaching social studies.

Hautzig, David. At the Supermarket. New York: Orchard Books, 1997.

This book discusses about supermarkets in communities. It explains how the workers make it run and how we get our groceries.

Hayward, Linda. A Day in the Life of a Police Officer. New York: DK Publishing, Inc., 2001.

This is a book about the different responsibilities that a police officer has. Words related to a police officer are pointed out and explained. Kalman, Bobbie. Emergency Workers are On Their Way. New York: Crabtree Publishing Company, 2005.

This book discusses different occupations about our community. It touches on doctors, fire fighters, policemen, etc. It defines community and community helpers. Karoly, P. (1993). Mechanisms of self-regulation: a systems view. Annual Review of Psychology, 44, 23-52. “The processes of self-regulation are initiated when routinized activity is impeded or when goal-directedness is otherwise made salient.” Karoly researched self-regulation through observing athletes, and applied self regulation to learning environments. Knowitall. 2002-2003. ETV Commission. 22 November 2005 . A website that is very kid-friendly. It allows students to be able to see what each profession does and a job play option where students are allowed to do a simulation where they are able to role play that job. They are given information about real people in that profession, history of that profession and what that profession does for each of the jobs.

Kottke, Jan. A Day with Firefighters. Danbury: Children’s Press, 2000. A book about what firefighters do, what they wear and what kind of equipment they use.

Kule, Elaine A. The U.S. Mail. Berkley Heights: Enslow Publishers, Inc., 2002. This book talks about the post office workers, how mail travels between communities and how mail delivery works.

Lock, Deborah. A Trip to the Doctor. New York: DK Publishing, Inc., 2005. A book about the different jobs within the doctor’s office and what they do. Also, some tools that are used in the doctor’s office are also described. McCormick Linda, Haring Norris G., Haring Thomas. Exceptional Learners. New York: Pearson Education Inc., 2003. (124) “A broad term referring to an individual’s ability to regulate his or her own behavior.” This textbook examines exceptional learners in a general education setting. It can be useful for teacher looking to learn new teaching strategies for all students. McLaughlin, B. & McLeod, B. (1996). Educating all our students: Improving Education For Children From Culturally and Linguistically Diverse Backgrounds. Final Report of the National Center for Research on Cultural Diversity and Second Language Learning. Vol. 1. University of California, Santa Cruz.

“We know a great deal about how schools should be organized and instruction given to meet the needs of culturally and linguistically diverse students.” A team of researchers from the National Center for Research on Cultural Diversity and Second Language Learning published their findings on students from diverse backgrounds in this report. This text talks about socio-cultural theory as well as implications for the classroom. Scarry, Richard. What Do People Do All Day? New York: Random House, 1979

A book about the various jobs that people have and what their jobs entail. It’s drawn in a cartoon style and there are various other fun readings outside of just the text of the book.

Sobel, Syl. The U.S. Constitution and You. Barron’s Educational Series, Inc., 2001.

This book teaches students about the Constitution itself and how it affects people today, informing students their rights as citizens.

Tresselt, Alvin. Wake Up, City. New York: HarperCollins Publisher, 1990.

This book describes all the many things that begin to happen as it becomes morning in the city. I chose to use this book for the second lesson in our Community Unit as an introduction to professions in a community. It will help students to see what types of jobs are in a community, and will also give them an idea of what people do at each of these jobs. This will give them a better background for choosing a profession in their community to research.

Zinn, Howard. A People’s History of the United States. New York: Harper Collins, 1980/1999.

An excellent resource to use to discuss the stories that you never knew, of people that you are all too familiar with. Zinn turns ordinary textbook history into interesting facts and information about the “other side”. Resources for Community Unit That Were Utilized in The Unit

Bandura, Albert. Social foundations of thought and action: A social cognitive. Englewood Cliffs, NJ: Prentice Hall. xiii, 617 pages.

This text addresses human motivation from a social-cognitive perspective. It addresses the major roles played by cognitive cause. It talks about the basic principles of this theory to personal and social change.

Bos, Candace S., Vaughn, Sharon. Strategies for Teaching Students with Learning and Behavior Problems. Boston: Allyn & Bacon, 2002. (48)

In addition to discussing many other teaching strategies for students with disabilities, this text offers many teaching strategies that can be used in general education classrooms. This text also focuses on both the characteristics of students with learning disabilities as well as classroom tested instructional strategies.

Hamston, Julie and Kath Murdoch. Integrating Socially. Portsmouth, NH: Heinemann, 1996.

We used this resource for the list and definitions of Key Perspectives for teaching social studies. Karoly, P. (1993). Mechanisms of self-regulation: a systems view. Annual Review of Psychology, 44, 23-52. “The processes of self-regulation are initiated when routinized activity is impeded or when goal-directedness is otherwise made salient.” Karoly researched self regulation through observing athletes, and applied self regulation to learning environments. McCormick Linda, Haring Norris G., Haring Thomas. Exceptional Learners. New York: Pearson Education Inc., 2003. (124) “a broad term referring to an individual’s ability to regulate his or her own behavior.” This text book examines exceptional learners in a general education setting. It can be useful for teacher looking to learn new teaching strategies for all students. McLaughlin, B. & McLeod, B. (1996). Educating all our students: Improving Education For Children From Culturally and Linguistically Diverse Backgrounds. Final Report of the National Center for Research on Cultural Diversity and Second Language Learning. Vol. 1. University of California, Santa Cruz. “We know a great deal about how schools should be organized and instruction given to meet the needs of culturally and linguistically diverse students.” A team of researchers from the National Center for Research on Cultural Diversity and Second Language Learning published their findings on students from diverse backgrounds in this report. This text talks about socio-cultural theory as well as implications for the classroom.

Tresselt, Alvin. Wake Up, City. New York: HarperCollins Publisher, 1990. I chose to use this book for the second lesson in our Community Unit as an introduction to professions in a community. It will help students to see what types of jobs are in a community, and will also give them an idea of what people do at each of these jobs. This will give them a better background for choosing a profession in their community to research.

Zinn, Howard. A People’s History of the United States. New York: Harper Collins, 1980/1999.

This article was used to discuss Zinn’s opinion about what should be taught in the schools. This interview shows that social issues are encouraged in discussion within the classroom and therefore, would support inquiry in the community. Unit Overview and Rationale

A community unit is important to teach second grade students because at this point in their lives they understand their role in the family and in school, but do not yet know their role in the community. They need to gain this understanding early so that they can become active community members and contribute to society. This unit will help them become aware of the occupations and relationships between community members so that they can be better citizens.

In learning about community through inquiry-based methods, students will be gaining life skills that include researching, interviewing, and making connections between information.

This unit not only contributes to the field of social studies but may be the foundation of future social studies lessons. Learning about the community will help students relate to the world around them. Students will begin to form opinions about society and may develop goals for their future. It will also make them aware of community interaction and build a base for understanding world relations.

There are several “key perspectives” (as defined by Hamston and Murdoch in Integrating

Socially) that are met by this unit. First, students will learn about “making choices and taking action.” Because students are learning about their community and their roles within that community, they will be learning how to become good citizens. Making choices and taking action includes “learning through action and developing the confidence and competence to participate as active citizens.” Students will be actively interviewing and learning about members of the community so that they can learn about good community participation. Another key perspective met by this unit is learning about “the global society”, which is helping students learn that “what people do in a community, and as a nation, affects and is affected by others across the world.” Students will be studying the relationships between people of the community and how everyone must work together to create a successful society. A final key perspective that students will be gaining through this unit is an understanding of “justice, rights and responsibilities.” Through looking at the connections between community members, students will learn how “individuals and groups of people must exercise responsibility in ensuring that the rights of one do not work against the rights of others.” This will help them to take responsibility for their actions and ensure conscientious citizenship.

This unit is primarily inquiry-based, which is one of the best practices for teaching.

Students are allowed to ask their own questions about community and community members and answer them through a variety of hands-on activities. The students will be involved in research in trade books, as well as given opportunities to interview different members of the community.

This allows them to really submerge themselves in the topic and take in a lot more information than they would if they were simply reading about community from a textbook.

This unit connects the curriculum to the students’ lives because through researching the community they will see how they fit into society. Students will have the opportunity to learn about professions that their parents, grandparents, or neighbors might have. This allows them to learn more about the people around them and gives them a personal feel for how their family interacts in the community. Through interviewing, students will be able to personally speak to someone about their role in the community and how it affects them.

In learning about community, students will be learning the foundational knowledge for social justice. They will begin to understand how society works as well as their roles and opportunities for making society better. When students are given the opportunity to talk with different members of the community, it gives them personal insight into the inner-workings of society and may inspire them to someday take action in correcting a wrong that they see. The learning that takes place during this unit will make an impact on kids and will help them become active community members. Unit Plan and Outline

Topic: Community Grade Level: 2 Group Members: Kelsey, Mira, Chrissy, Vicky, Janet, Brittany

Essential Questions:  Why do people form groups?  How do people help each other meet their basic needs?

Enduring Understandings:  How can our local community be described?  How do people in our community make a living?

Unit Lessons: 1. Tuning in to Community: a. There will be a simulation, showing students why people form groups. b. This will be followed by a class discussion about why people form groups and how they help each other meet their basic needs. c. A KWL chart will be created (with the help of the students) about what a community is. Instructional strategies used: Simulation, KWL chart (activating strategy), Class discussion

2. Preparing to Find Out About Our Community:  Teacher will read Wake Up, City! By Alvin Tresselt to the class.  Students will use what they heard about in the book to brainstorm about the various groups that exist in our local community.  Students will narrow that down to the basic local professions.  Students will be divided into four or five small groups, each group deciding with profession to inquire about. Instructional strategies used: Read Aloud (literacy strategy), Brainstorming (activating strategy), Cooperative Group Work

3. Finding Out About Our Community:  Students will get into their groups and begin researching their profession Instructional strategies used: Partner Read (literacy strategy), Researching, Cooperative Group Work, Self-Regulated Learning

4. Sorting Out Our Community:  Students will develop presentations based on their professions, and will present them to the class. Instructional strategies used: Summarizing readings (literacy strategy), Presenting research, Peer Questioning, Multimedia 5. Going Further With Communities:  Students will work in their small groups to finish the “research” process on their selected occupation.  Students will address the issues that were brought up in the previous lesson, regarding remaining questions from group members (or other classmates) about the group’s specific profession.  Students will generate a list of interview questions for the “Community Breakfast” (Lesson #6)  Based on the initial research performed by the small groups, as well as the questions and issues addressed in the previous lesson’s group discussion, students should create a Venn diagram to illustrate their new knowledge. Instructional strategies used: Cooperative Learning (small groups), Graphic Organizers (Venn Diagrams)

6. Making Connections at a Community Breakfast:  Four to five guests from the community (i.e. one representative from each group’s selected profession – a doctor, a farmer, a police officer, etc.) will visit the classroom for a “Community Breakfast.”  Twenty to twenty-five minutes will be designated at the beginning of the class period for everyone to eat and socialize.  Each group will “present” their Venn Diagram poster (from Lesson #5).  Students will ask the community members interview questions that they have generated. Instructional strategies used: Interviewing

7. Taking Action in the Community:  Based on the discoveries made by students in the “Community” inquiry process, the class will synthesize this information and begin to think about and plan a specific way(s)that the class can “take action” within the community.  Specifically, the group will determine (or begin to determine) a possible plan of action. This tentative plan will lead into a follow-up unit on inquiry, in which students actually facilitate a project of involvement within the community.  The basic ideas and general direction for the upcoming project will be determined during this lesson. Instructional strategies used: Cooperative learning, Think-pair-share

Standards Addressed: Social / Emotional Learning Standards 2A.1b. Use listening skills to identify the feelings and perspectives of others. 2C.1a. Identify ways to work and play well with others.

Social Science Learning Standards 18.B.1a: Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer). 18.B.1b: Identify major social institutions in the community. 15.A.1b Describe how wages/salaries can be earned in exchange for work. Listening and Speaking Learning Standard 4.A.1a: Listen attentively by facing the speaker, making eye contact and paraphrasing what is said. 4.B.1b: Participate in discussions around a common topic.

English/Language Arts Learning Standard 5.A.1b: Locate information using a variety of resources. 5.B.1a: Select and organize information from various sources for a specific purpose. 5.B.1b: Cite sources used. 5.C.1b: Use print, non-print, human and technological resources to acquire and use information.

Unit Summative Assessment: There will be two summative unit assessments for this unit. The first is a formal assessment of the oral presentations students will give. A rubric will be used and students will be graded on enthusiasm, completeness, preparedness, listening, and content.

The second assessment will be an informal assessment at the very end of the unit where students will come up with a plan of action for their community. The teacher will listen to student discussion and reasoning for the project they choose and informally assess the students’ understanding of the community and integration of what they have learned. The plan will be put into action in a different unit. Lesson #1: “Tuning in to Community”

Unit Topic: Communities

Grade Level: 2nd grade

Lesson Essential Questions: -Why do people form groups? -How do people help each other meet their basic needs?

Enduring Understandings: -How can groups help people? -What is a community?

Lesson Overview: -There will be a simulation, showing students why people form groups. -This will be followed by a class discussion about why people form groups and how they help each other meet their basic needs. -A KWL chart will be created (with the help of the students) about what a community is.

Suggested Time Frame: One 40-minute class session

Targeted Stage of Inquiry: “Tuning In” (Stage 1)

Instructional Strategies Used: -Simulation -KWL chart (activating strategy) -Class discussion

Targeted Skills: -Generating ideas about groups and helping people -Understanding what needs to be learned about communities -Making personal connections

Illinois Learning Standards Addressed: Social / Emotional Learning Standards 2A.1b. Use listening skills to identify the feelings and perspectives of others. 2C.1a. Identify ways to work and play well with others.

Resources/Materials Utilized/Needed: -chart paper and markers

Detailed Lesson Procedures: -The students will be asked to take part in a simulation. The activity is called “The Human Knot.” *Divide the class into small groups of students (4 or 5 in a group). *Have the students grab two other hands (they can’t be from the person on either side of them). *The students will try to untangle themselves as quickly as possible, without having anyone lose the grip of the drink in hand. If anyone lets go, then the whole group has to start over. *A group is finished when everyone is in a circle, with no arms crossed, and no one has let go of their hands. -After the game, ask the students how they got undone. What kinds of things helped them and what didn’t? Have them discuss this with their groups before giving their ideas to the class. Write the ideas on a piece of chart paper. -This discussion should lead into one asking, “Why do people form groups?” This may also lead into how people help each other with their basic needs. If not, then ask the following questions… *Why do people form groups? *How does forming groups help people with their basic needs? *How did the human knot help you figure this out? -Do a KWL chart on “Community” with the class. Make three columns on the chart paper with marker. They should be “What we know,” “What we want to know,” and “What we learned.” Only the first two will be filled out in this lesson. Have the students give ideas about what they know about communities, and when that list is full, have them say what they want to know about communities.

Assessment Plan: -This lesson will not be formally assessed, as the emphasis lies in discovering what a community is and why it is beneficial. -The teacher will informally observe students’ abilities to listen and participate in group discussions, which will help her see where they are in their understanding of communities. Lesson #2: “Preparing to Find Out About Our Community”

Enduring Understandings: -What are some groups and professions that exist in our community?

Lesson Overview: -Teacher will read Wake Up, City! By Alvin Tresselt to the class. -Students will use what they heard about in the book to brainstorm about the various groups that exist in our local community. -Students will narrow that down to the basic local professions. -Students will be divided into four or five small groups, each group deciding with profession to inquire about.

Suggested Time Frame: One 40-minute class session

Targeted Stage of Inquiry: “Preparing to Find Out” (Stage 2)

Instructional Strategies Used: -Read Aloud (literacy strategy) -Brainstorming (activating strategy) -Cooperative Group Work

Targeted Skills: -Listening and keeping a focus when the teacher is reading -Brainstorming ideas -Working well in a group -Making personal connections

Illinois Learning Standards Addressed: Social Science Learning Standards 18.B.1a: Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer). 18.B.1b: Identify major social institutions in the community.

Listening and Speaking Learning Standard 4.A.1a: Listen attentively by facing the speaker, making eye contact and paraphrasing what is said. 4.B.1b: Participate in discussions around a common topic. Resources/Materials Utilized/Needed: -Wake Up City! By Alvin Tresselt -Chart paper and markers

Detailed Lesson Procedures: -The teacher will read, Wake Up, City! By Alvin Tresselt. As she is reading, the students will be trying to remember the various groups and professions mentioned in the story. -After the story, the teacher will lead the students in a discussion about the various groups and professions in a community. -The students will then work in groups to brainstorm various professions in their community. -The teacher will write those on chart paper. -The students will then help narrow that list down to the basic local professions (5-10). -Students will then be divided into four or five small groups to pick out which profession they want to inquire about during this unit.

Assessment Plan: -This lesson will not be formally assessed, as the emphasis lies in discovering what local professions exist. -The teacher will informally observe students’ abilities to listen and participate in small group discussions, which will help her see where they are in their understanding of communities. Lesson #3: “Finding Out About Our Community”

Enduring Understandings: -What do the professionals in our community do? -How do the professionals in our community help people meet their basic needs?

Lesson Overview: -Students will get into their groups and begin researching their profession.

Suggested Time Frame: Two to three 40-minute class sessions

Targeted Stage of Inquiry: “Finding Out” (Stage 3)

Instructional Strategies Used: -Partner Read (literacy strategy) -Researching -Cooperative Group Work -Self-Regulated Learning

Targeted Skills: -Listening and keeping a focus when the teacher is reading -Brainstorming ideas -Working well in a group -Making personal connections

Illinois Learning Standards Addressed: Social Science Learning Standard 18.B.1b: Identify major social institutions in the community.

English/Language Arts Learning Standard 5.A.1b: Locate information using a variety of resources. 5.B.1a: Select and organize information from various sources for a specific purpose. 5.B.1b: Cite sources used. 5.C.1b: Use print, nonprint, human and technological resources to acquire and use information. Resources/Materials Utilized/Needed: -various books, pictures, brochures, etc. about the professions in our community -computers with Internet access -paper and pencils

Detailed Lesson Procedures: -The students will work in their groups to research various things about their chosen professions. They will partner read to each other and take very brief notes on what is being read. The teacher will do her own research after she finds out which professions are chosen in order to direct the students to various books, pictures, websites, brochures, etc. about their chosen profession. -Students should find the following information on their professional: *type of profession *who works the profession *what skills are required to perform the profession *how the professional helps our community

Assessment Plan: -This lesson will not be formally assessed, as the emphasis lies in researching a specific profession. -The teacher will informally observe students’ abilities to listen and participate in small group discussions, do research, and gather specific information, which will help her see where they are in their understanding of how to research and how to work in small groups. Lesson #4: “Sorting Out Our Community”

Enduring Understandings: -What do the professionals in our community do? -How do the professionals in our community help people meet their basic needs?

Lesson Overview: -Students will develop presentations based on their professions, and will present them to the class.

Suggested Time Frame: Two to three 40-minute class sessions

Targeted Stage of Inquiry: “Sorting Out” (Stage 4)

Instructional Strategies Used: -Summarizing readings (literacy strategy) -Presenting research -Peer Questioning -Multimedia

Targeted Skills: -Working well in a group -Listening and keeping a focus when others are presenting -Critiquing others’ work -Asking good questions -Using multimedia equipment

Illinois Learning Standards Addressed: Social Science Learning Standards 18.B.1a: Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer). 18.B.1b: Identify major social institutions in the community.

Listening and Speaking Learning Standards 4.A.1a: Listen attentively by facing the speaker, making eye contact and paraphrasing what is said. 4.B.1b: Participate in discussions around a common topic. Social Emotional Learning Standards 2A.1b: Use listening skills to identify the feelings and perspectives of others. 2C.1a: Identify ways to work and play well with others. English/Language Arts Standards 4.A.1b: Ask questions and respond to questions from the teacher and from group members to improve comprehension. 4.A.1d: Use visually oriented and auditorily based media. 4.B.1a: Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell). 4.B.1b: Participate in discussions around a common topic.

Resources/Materials Utilized/Needed: -various technology that the students want to use (computers, overheads, chalkboard, etc.) -paper and pencils -rubric for each group

Detailed Lesson Procedures: -The students will create a presentation based on what they researched. They can use any technology they want (powerpoint, overhead, chalkboard, whiteboard, etc.). -The presentations must include the criteria from lesson #3, and will be graded using the attached rubric. -After each group presents, the rest of the class will write down one good thing they did and one thing the group could improve on in order to give them good feedback on their presentations. -At the end of all of the presentations, the class will have a discussion about some of the commonalities and differences between the professions that were discussed. -Another thing that will be discussed is how these people help each other meet their basic needs. -Any questions that the groups have will be addressed during the end discussion. (Everything is based off of what the children pick as their professions and what their questions are.)

Assessment Plan: -The presentations will be assessed using the attached rubric. -Each group will also be assessed by the comments of their classmates (one good thing, one thing that could use improvement). Lesson #5: “Going Further with Communities”

Grade Level: 2nd

Lesson Essential Questions: -How do people help each other meet their basic needs?

Enduring Understandings: -How can our local community be described? -How do people in our community make a living?

Lesson Overview: -This lesson will provide an opportunity for students to work in their small groups to finish the “research” process on their selected occupation. Students will address the issues that were brought up in the previous lesson, regarding remaining questions from group members (or other classmates) about the group’s specific profession. Students will also generate a list of interview questions for the “Community Breakfast” (Lesson #6) -Based on the initial research performed by the small groups, as well as the questions and issues addressed in the previous lesson’s group discussion, students should create a Venn diagram to illustrate their new knowledge. The Venn diagram should pertain to the roles of the individuals in their given occupations. The categories to address should include “Ways that (farmers, for example) help themselves,” “Ways that (farmers) help other members of the community,” and “Ways that (farmers) help themselves while helping other members of the community.” -Teacher should walk around the room to facilitate discussion or to help guide children in this stage of “going further” in the inquiry process. -Venn Diagram posters will be presented and displayed at the “Community Breakfast.”

Suggested Time Frame: 45 minutes

Targeted Stage of Inquiry: “Going Further” (Stage 5)

Instructional Strategies Used: -Cooperative Learning (small groups) -Graphic Organizers (Venn Diagrams)

Targeted Skills: -Synthesizing important information -Developing “good” interview questions -Comparing and contrasting -Understanding how people within a given occupation help other members of the community

Illinois Learning Standards Addressed: Social Science 18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).

Social Science 15.A.1b Describe how wages/salaries can be earned in exchange for work.

Resources/Materials Needed: -Posterboard for each small group -Markers -Variety of books, magazines, and websites on the specific occupations that each group has selected

Detailed Lesson Procedure: -The teacher will give a brief explanation to students of the procedure listed below. -Small groups will reconvene. After a brief discussion, the designated “recorder” will write down a list of items (generated during the previous day’s lesson) about issues that the group would still like to inquire about. -The group will also generate a list of interview questions for the “Community Breakfast” (Lesson #6). The teacher will visit each group to help students differentiate between “good” and less “important” interview questions. -During the first half of the class period, students will finish formulating remaining questions. If desired, students can add any new knowledge to their initial poster (that the group presented to the class during the previous lesson). -The teacher should distribute one piece of posterboard and one set of markers to each small group. -For the remainder of the class period, students should work collaboratively in their small groups to make a Venn Diagram. -Students should first make an outline of the ideas to be covered on the Venn Diagram poster. The three headings to be addressed should include, “Ways that (farmers) help themselves,” “Ways that (farmers) help others,” and “Ways that (farmers) help themselves and other members of the community.” -Students can generate responses to these issues from the available resources (i.e. books, websites, magazines), as well as from the previous day’s class discussion about ways in which various members of the community help one another. -During the lesson, the teacher should walk around the room to help facilitate discussion as needed, and to guide students if necessary. In doing so, the teacher will be able to accommodate the diverse (individual and group) learning needs of students. The format of the lesson (i.e. cooperative learning) will also help to accommodate these learning needs.

Assessment Plan: -Students will present their Venn Diagram posters at the Community Breakfast (Lesson Six). -Students will be awarded five points each for participation. Students can earn a total of five points per “third” of the Venn Diagram (i.e. five points possible for each category addressed). All members of the group will receive a uniform grade. -This type of assessment is considered summative assessment. However, the teacher will be available to informally provide a formative assessment as he/she monitors group progress. Lesson #6: “Making Connections at a Community Breakfast”

Grade Level: 2nd

Enduring Understandings: -How can our local community be described? -How do people in our community make a living?

Lesson Overview: -Four to five guests from the community (i.e. one representative from each group’s selected profession – a doctor, a farmer, a police officer, etc.) will visit the classroom for a “Community Breakfast.” -The teacher will provide donuts and juice for the children in the class and the guest speakers. -Twenty to twenty-five minutes will be designated at the beginning of the class period for everyone to eat and socialize. -Then, the teacher will ask the community members to form a “panel” at the front of the room. Students will sit on the carpet to ask their questions. -Each group will “present” their Venn Diagram poster (from Lesson #5), explaining the ways in which community workers help one another within the field, as well as how these community representatives help other members of the larger (town/city) community. -Each group member will ask the guest speaker (from their selected profession) an interview question (from the group-generated list from Lesson #5). -The guest speakers will provide answers. -If time allows, the last five or ten minutes of class will be devoted to a whole-class “question and answer” session.

Suggested Time Frame: 90 minutes

Targeted Stage of Inquiry: “Making Connections” (Stage 6)

Instructional Strategies Used: -Interviewing

Targeted Skills: -Develop, practice, and refine interviewing skills -Understand the roles of various members of the community -Make “real life” connections with members of the community -Experience a form of “community” within the classroom Illinois Learning Standards Addressed: Social Science 18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).

Social Science 15.A.1b Describe how wages/salaries can be earned in exchange for work.

Resources/Materials Needed: -donuts -juice -paper plates -napkins -plastic cups -groups’ Venn Diagram posters (from Lesson #5) -groups’ list of interview questions (from Lesson #5) -chairs for guest speakers

Detailed Lesson Procedure: -The teacher will set up for the “Community Breakfast” before school. He/she will set up the donuts and juice, paper plates, plastic cups, etc. in the classroom or the school gym (depending on which location would be most convenient). -The teacher and students will welcome members of the community as they arrive. -The first twenty to twenty-five minutes will be devoted to eating and socializing. -Then, the teacher will ask the community members to form a “panel” at the front of the room (or gym). -Students will sit on the carpet before the speakers and will be responsible for bringing their necessary materials (i.e. list of interview questions and Venn Diagram posters) to their places on the carpet. -Each group will briefly present their Venn Diagram posters, explaining their understanding of the ways in which these community members help one another, as well as other members within the community -Each group member will ask the community member (from their designated profession) a question from the group-generated interview list. -Members of the community will respond to these questions. -After each group has presented their posters and interview questions, the last five to ten minutes will be devoted to a “question and answer” session (if time permits). -Students and the teacher will thank the guest speakers for their time and the activity will come to an end.

Assessment Plan: -Students will receive full participation points (10 points) for participating in the Venn Diagram poster presentation and for asking at least one member from the community an interview question. -Students may receive partial credit for partial participation. Lesson #7: “Taking Action in the Community”

Lesson Essential Questions: -How do people help each other meet their basic needs?

Enduring Understandings: -How can our local community be described? -How can we take an active role in benefiting the lives of the members of our community?

Lesson Overview: -Based on the discoveries made by students in the “Community” inquiry process, the class will synthesize this information and begin to think about and plan a specific way(s) that the class can “take action” within the community. -Specifically, the group will determine (or begin to determine) a possible plan of action. This tentative plan will lead into a follow-up unit on inquiry, in which students actually facilitate a project of involvement within the community. -The basic ideas and general direction for the upcoming project will be determined during this lesson.

Suggested Time Frame: One to two (40 minute) class sessions

Targeted Stage of Inquiry: “Taking Action” (Stage 7)

Instructional Strategies Used: -Cooperative learning -Think-pair-share

Targeted Skills: -Synthesizing important features learned about the local community -Generating and “narrowing down” ideas for a project -Cooperative (whole group) work -Making personal connections

Illinois Learning Standards Addressed: Social / Emoional Learning Standard 2A.1b. Use listening skills to identify the feelings and perspectives of others.

Social / Emotional Learning Standard 2C.1a. Identify ways to work and play well with others. Social Science Learning Standard 18.B.1b Identify major social institutions in the community.

Resources/Materials Utilized/Needed: -white board and markers -Venn Diagrams from Lesson #5

Detailed Lesson Procedures: -The teacher will explain to students that they will be devising way(s) in which the class can take an active role in the community, now that students have a better understanding of “community” and some of the needs within the local community. -The teacher will ask students to identify and review some ways in which the community members (that the class learned about during the unit) help one another. -Students may refer to their Venn Diagram posters for help, and the teacher will record students’ responses on the classroom white board. -Then, the teacher will ask students to consider ways in which the class (as a whole) can take an active role in the community. The teacher will explain that this could be done in a variety of ways (including volunteering at a local community site, helping members of a profession from the community, providing a service to the school, developing a fundraiser for a certain cause, etc.). -The teacher will ask for students’ suggestions about possible projects. He/she will record responses on the white board. -After a “manageable” list of possible projects has been created and recorded, students will “Think, Pair, and Share” with a partner. The teacher will provide five minutes for students to “think” individually, and then students will “pair and share” with a designated partner. -During the “pair and share,” partners will brainstorm specific ways in which the class could put the suggested project ideas “into action.” For instance, students could brainstorm a specific volunteering activity, such as volunteering at the local nursing home twice a month. -After a ten to fifteen minute “pair and share” session, the group will reconvene as a whole class and discuss ideas. The teacher will facilitate the discussion, allowing as much “student-to-student” interaction and debate as possible. -Depending on the level of agreement/disagreement among students, this lesson could potentially last one to two days. At the end of the lesson, though, the group will have identified an anticipated project to begin for the next “inquiry” unit. -The teacher will work with students to implement this project during the next unit.

Assessment Plan: -This lesson will not be formally assessed, as the emphasis lies in implementing cooperative learning skills and identifying ideas for an upcoming project. -The teacher will informally observe students’ abilities to cooperate with one another, however, in order to identify needed areas of improvement. Group Profession .

Oral Presentation Rubric : 2nd Grade Community Presentation

CATEGORY 4 3 2 1 Enthusiasm Facial expressions Facial expressions Facial expressions Very little use of and body language and body language and body language facial expressions generate a strong sometimes are used to try to or body language. interest and generate a strong generate Did not generate enthusiasm about interest and enthusiasm, but much interest in the topic in others. enthusiasm about seem somewhat topic being the topic in others. faked. presented. Completeness Students included Students included Students included Students included all four of the three of the two of the criteria. one part of the criteria. criteria. criteria or none at all.

Preparedness Students are Students seem The students are Students do not completely pretty prepared but somewhat seem at all prepared prepared and have might have needed prepared, but it is to present. obviously a couple more clear that rehearsal rehearsed. rehearsals. was lacking. Listens to Other Listen intently. Listen intently but Sometimes does Sometimes does not Presentations Does not make has one distracting not appear to be appear to be distracting noises noise or listening but is not listening and has or movements. movement. distracting. distracting noises or movements. Content Shows a full Shows a good Shows a good Does not seem to understanding of understanding of understanding of understand their their profession. their profession. their part of the profession very presentation. well.