I) Instructional Unit/Final Project Overview Title of Unit: Types of Communities Theme: Communities Rural, Suburban and Urban Grade

e Level/Student Population Type: 2nd grade CTT class of 21 students Number of Sessions: 1 period daily over 10 days (Each period lasts 45 minutes) Overview of the Unit: Second grade students will learn about the three different types of communities suburban, urban and rural. Students will compare and contrast the differences among rural, urban and suburban areas and explain why people might move from one area to another. Students will explain how different occupations contribute to urban, rural and suburban communities Give a short summary of what the students will do in this unit: Students will create a diorama and travel booklet that accurately depicts the characteristics of their chosen community type. Students will present and explain their diorama and travel booklet to visitors during a gallery walk. In creating this project, students will learn how to conduct research online and find information in nonfiction books. Students will experience virtual field trips to three different types of communities. Students will learn organizational strategies including concept maps using Kidspiration software, KWL charts and graphic organizers which will aid them in designing their diorama. After completing their individual dioramas, students will work in groups with others who chose the same type of community to create a presentation identifying the common characteristics in their communities. Each group will present their findings about their chosen community to the class. Together, the whole class will compare the differences in community types. The class will construct a Venn diagram to show the differences and similarities amongst the three community types and complete the K-W-L chart. Students will play a game about communities as one way of assessing students knowledge about communities. Students will also be assessed according to rubrics for their group presentations and individual dioramas. UNIT INTRODUCTION Introduce the community study by connecting it to the students 1st grade study of communities. In 1st grade students examined their roles as students and family members within their community. To teach map skills, students will locate our community on various types of maps. Explain to students that we will by studying different types of communities. Ask students what the word community means to them. Have students identify the community they live in. Encourage them to think of defining characteristics that make up their community.
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Tell students that they are going to be architects involved in creating and building a model of a community. They will conduct research that will help them design their models. Students will work in groups to present their findings to their peers. Each student will create a diorama and travel booklet using all the information they learn. Student dioramas and booklets will be displayed during a gallery walk. Students in the school and parents will visit the gallery walk in the school auditorium. After the gallery walk concludes, each student will reflect on this project. The dioramas will be display outside our classroom. How you will introduce the theme, its essential concepts, and the product the students will create as the vehicle by which they will achieve the learning objectives Students will distinguish between rural, suburban and urban communities. Students will look at the impact of different elements, including weather and geography on lives in a community. Students will understand that impact of the environment on housing choice, economy, clothing, shelter and income choice. Students will research and find information online and in nonfiction sources Students will apply their research to their community presentations and depictions Students will Identify natural resources in the community types and describe people use and depend on them Students will visually represent their chosen community type

STANDARDS In creating this product/performance the students learn the objectives which are aligned to the NYS Social Studies curriculum items and standards listed below. NYS Learning Standards in Social Studies Standard 2 Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live local, national, and global including the distribution of people, places, and environments over the Earths surface. Key Idea 3.1: 1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical
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settings (including natural resources), human systems, environment and society, and the use of geography. Students will: 3.1a: study about how people live, work, and utilize natural resources 3.1b: draw diagrams that serve as representations of places, physical features, and objects 3.1c: locate places within the local community, state and nation; 3.1d: identify and compare the physical, human, and cultural characteristics of different regions and people 3.13: investigate how people depend on and modify the physical environment Academic Level - MST5.E.TR2: Elementary MST5.E.TR2A: Students explore, use, and process a variety of materials and energy sources to design and construct things. . Standard Area: Mathematics, Science and Technology Standard - MST5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. . Key Idea Code - MST5.CT: Computer Technology Academic Level - MST5.E.CT3: Elementary Performance Indicator - MST5.E.CT3B: Students use the computer as a tool for generating and drawing ideas. Key Idea Code - MST5.TR: Tools, Resources and Technological Processes Academic Level - MST5.E.TR2: Elementary Performance Indicator - MST5.E.TR2A: Students explore, use, and process a variety of materials and energy sources to design and construct things. Performance Indicator - MST5.E.TR2E: Students use appropriate graphic and electronic tools and techniques to process information. Standard - ARTS2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Key Idea Code - ARTS2.VA: Visual Arts Key Idea - ARTS2.VA4: Visual Arts Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use

appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. Academic Level - ARTS2.E.VA4: Elementary Performance Indicator - ARTS2.E.VA2A: Students understand the characteristics of various mediums (two-dimensional, threedimensional, electronic images) in order to select those that are appropriate for their purposes and intent (a). Performance Indicator - ARTS2.E.VA2B: Students develop skills with electronic media as a means of expressing visual ideas (b)

NYS Core Curriculum in Social Studies - Grade 2Content Understandings Explores rural, urban, and suburban communities in the United States by using the local community as an example to further understand the concept of community. Examines community from a multicultural perspective that includes geographic, socioeconomic, and ethnic influences. Emphasizes geography skills such as reading maps and globes, and analyzing the impact of the environment on the community. Stresses the rights and responsibilities of citizenship in the community.

ASSESSMENT Students will create travel brochures advertising their community. Rubrics will be used to assess student dioramas and travel booklets. Students will be assessed on their group in-class presentation. Informally assess students on a daily basis as they complete their in-class assignments by taking notes. Review and assess students concept maps and graphic organizers to ensure they contain information that will help students plan their projects. During the gallery walk, visitors with ask questions. The teacher will monitor conversations while circulating throughout the gallery.

PRESENTATION Display all the dioramas in the auditorium and invite parents and students from other classes to visit for a gallery walk. The travel booklets will be available for all visitors as they will be displayed in front of each students diorama. Students will act as employees of the visitor information center for their chosen community. Showcase the dioramas on shelves located directly outside the classroom Videotape each groups in-class presentation. Take photographs of each student with his or her diorama and booklet that will be posted online on the class webpage.

IV. My unit on communities is considered PBL for many reasons. First, an essential component of PBL is that students identify what to learn and how to demonstrate what theyve learned. In this unit, these factors are present as students identify what type of community they want to learn about. They can choose to learn about rural, urban or suburban communities. Students also determine how they want to demonstrate their learning in their presentations. The teacher sets the parameters by identifying elements such as community location, occupations and that students must learn about. Another element of PBL is that students work independently and/or collaboratively. Throughout this unit, there are many opportunities for students to work independently as they create their dioramas, their concept maps, graphic organizers and planning sheets. In addition, there are numerous times when students work collaboratively with their peers. For example, students who have selected the same community type create presentations together, review their graphic organizers and concept maps. The whole class collaborates as they create the K-W-L chart and Venn diagrams about the three community types. PBL requires that students learn facts and skills in order to create their projects product and performance, creating a need to know essential content and skills. The diorama, the end product in this unit, requires that students learn specific knowledge and concepts. Students learn facts and skills through conducting research in non-fiction books and on the computer that will enable them to create their diorama (product) and group presentation (performance). They also learn information through watching movies about communities and attending virtual field trips. In this unit, students create authentic, realistic depictions of their communities, another important aspect of PBL. The students dioramas and group presentations are presented to a real audience composed of classmates, teachers, family members, friends and students from other grades and classes throughout. Feedback is another essential component of PBL. During the students in-class presentation, students receive feedback from their peers which they can use to revise their presentations, prior to making their presentations on the gallery walk day. On the day of the gallery walk, visitors complete feedback cards as they explore each students display and listen to the group presentations. Saving, archiving and publishing the products and performances are key elements of PBL. In this unit, the presentations and dioramas are saved and published. The inclass presentations will be videotaped and posted on the class webpage along with photos of each student with his or her diorama and booklet. The dioramas will be displayed on shelves located directly outside the classroom so that all visitors and members of the school community can enjoy looking at them. In PBL, it is important that the students product and presentation have expressive and artistic dimensions. Students can express themselves and their creativity in numerous ways during this unit. While creating concept maps, students choose the images and
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texts that they wish to include. In addition, students can request any artistic supplies and materials that they need to create their diorama. By designing concept maps with Kidspiration software, creating their travel booklets on the computer, viewing a video about communities, participating in virtual field trips, using TuxPaint to create blueprints, students make significant use of technology, another key element in PBL. PBL includes reflection and inquiry-based learning. In this unit, the students reflect on their learning and project at after they have made their presentations and the gallery walk has ended. The unit begins with a K-W-L chart which helps foster inquiry learning. In addition, although there are guidelines for each assignment, students are free to explore other aspects of their community that interest them. Moreover, students engage in inquiry learning as they gather data and conduct research about their chosen communities. Throughout this student, students engage in critical thinking, problem solving and collaboration as they create their presentations and dioramas. They use higher-order thinking skills as they work with their peers, question their group members contributing to the group presentation. Students read information from the computer and from nonfiction books. Students have many opportunities to express themselves in a variety of modes throughout this unit. Students make verbal presentations about their communities, write about their communities in their graphic organizers and planning sheets and visually present their knowledge with their dioramas. Kinesthetic activities in this unit include the Community Game and students moving to different parts of the room according to the teachers directions. DAY 1: Time Frame: 1 period (45 minutes) Standards/Objectives Met: From the NYS Core Curriculum in Social Studies - Grade 2Content Understandings Key Idea 3.1: 1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Students will: 3.1a: study about how people live, work, and utilize natural resources 3.1c: locate places within the local community, state and nation; 3.13: investigate how people depend on and modify the physical environment Overview Since this is an introductory lesson, students will learn the types of information they will need to research to create their communities. Students will complete information in
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their Where do we live? packet (template is included at the end of all of the lessons) which they will use as a model when they create their community brochures. Statement of Objectives: At the end of this lesson, students will be able to:

Identify the four main directions of north, south, east, and west, and the intermediate directions of northeast, northwest, southeast, and southwest. Use a compass rose to find directions on a map and in their classroom. Read a map Verbally express the impact of water and weather on peoples occupations

Motivation: Students will be creating books for the communities they choose to explore so that visitors to their communities will know exactly where it is located. Their books will be similar to the Where Do we Live Books that they complete in class today. Materials: Computer with internet connection Compasses for each student Where in the World Do We Live packet? (Template is included at the end of all of the lessons) Pencils for each student Smartboard Presentation of New Material: Students sit at their assigned spots on the mat in front of the Smartboard. Select students who are listening quietly to interact with Smartboard. Lead the discussions and prompt students as needed, focusing on the name and location of our communitys state, region and nation. (Students will be required to provide this information for their chosen community) Please note that the students have learned basic map skills prior to this lesson During this unit students will be studying communities. Students will learn about different types of communities as they create a diorama of their chosen community. Students will learn the location of their community and so today we are going to talk about our community and use it as an example Ask students what community they live in? (Students will say things like New York, Manhattan, North America, etc) Go to: http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g4n_u6/index.html Display the map of the United States and have students identify the location of New York. (Do not complete the activities listed on the website)
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Then show students the compass and review the directions. Go over the four main directions (north, south, east and west) and the intermediate directions (northeast. northwest, southeast and southwest). Ask students to show you various parts of the United States including Northeast, the South and Southwest US. Point out the maps compass. Guided Practice: Give each student a compass and have them go to the North side of the room (the rug where the students are seated). Call out different directions and let the students move accordingly. (Example: east is the library, Northeast is the computer) Call students back to the rug (north). Review the map key and discuss the purpose and specific symbols used on the map. Discuss the key located on the bottom of the map. Discuss which states are closest to water and the impact of water to a state (Be sure to discuss the impact of weather and peoples occupations). Hand each student a Where in the world do we live packet? Do the activities as a whole class and use the Smartboard to display the packet. Select different students to interact with the board for each activity and have the other students complete the activities in their books. Closure: At the end of the lesson, ask students to provide a thumbs up if they better understand maps. Social Learning/Student Interaction Students will share information with each other as they contribute to the whole class discussion. Assessment: Teacher will monitor the students to ensure that each individual is participating and contributing to the discussion. Teacher will check that the packets have been completed accurately. Logistics: Students will store their "Where do we live?" packets in their Social Studies folders located in bins in the back of the room. There are five bins (one for each table.) DAY 2: Time Frame: 1 period (45 minutes) Standards/Objectives Met: From the NYS Learning Standards Standard Area: Mathematics, Science and Technology Key Idea Code - MST5.CT: Computer Technology Academic Level - MST5.E.CT3: Elementary

Performance Indicator - MST5.E.CT3B: Students use the computer as a tool for generating and drawing ideas. NYS Core Curriculum in Social Studies - Grade 2Content Understandings Explores rural, urban, and suburban communities in the United States by using the local community as an example to further understand the concept of community. Overview: As a class, students will complete two columns on a K-W-L chart about communities. The class will make a concept map of their community using Kidspiration software. Statement of Objectives: At the end of this lesson, students will be able to: Express what information they know and want to learn about communities Create concept maps using Kidspiration software

Motivation: Students will be designing their own concept maps about their chosen communities using Kidspiration software tomorrow. Materials: Chart Paper Markers Computer with Kidspiration software

Presentation of New Materials: Students sit at their assigned spots on the mat in front of the Smartboard. Select students who are listening quietly to interact with Smartboard. Create a KWL chart on communities as a whole class. (The chart will have 3 columns: What we know about communities, what we want to know about communities and what we learned about communities) Complete the first 2 columns on the chart. To create the KWL chart (which will further help them understand the concept of communities) students should use their local community as an example. The teacher leads the discussion and prompts students as needed. Encourage students to think about what encompasses their community in terms of geography businesses, government, location, history, community members and roles. Ask students why they think their families chose to live in their specific community. Discuss reasons why other families choose to live in other types of communities (farms, outside cities and in suburbs) Introduce the terms and definitions of urban, suburban and rural.

When column 1 on the KWL chart has at least 7 items, model for students how to put this information (What we know about communities) into a concept map using Kidspiration software. Title the class concept map is What is a community? Guided Practice: Select students to add graphics and text to the concept map in Kidspiration. (Try to give all students an opportunity to come to the board as tomorrow they will be working individually with Kidspiration.) Please note that all of the students have worked with Kidspiration before but provide refreshers as needed. Inform students that tomorrow they will each get a chance to create a concept map of their chosen communities using Kidspiration. Closure: At the end of the lesson, ask students to raise their hands if they understand how to use Kidspiration. Write down the names of any students who do not raise their hands. These students should receive a refresher on Kidspiration tomorrow during their technology period. Social Learning/Student Interaction: Students will share information with each other as they contribute to the whole class discussion. Assessment: Teacher will monitor the students to ensure that each individual is participating and contributing to the discussion. Logistics: After this lesson, print out, enlarge and display the class concept map community? so that students can use it as a reference when creating their own maps tomorrow. The KWL chart will be displayed on the Social Studies bulletin board in the back of the room. (At the end of the unit, the class will complete the third column based on what they learned.) Day 3: Time Frame: 2 periods (90 minutes) Standards/Objectives Met: NYS Core Curriculum in Social Studies - Grade 2Content Understandings Examines community from a multicultural perspective that includes geographic, socioeconomic, and ethnic influences. NYS Learning Standards in Social Studies Standard 2 Geography Key Idea 3.1:

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1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Students will: 3.1d: identify and compare the physical, human, and cultural characteristics of different regions and people Overview: Students will select the type of community they wish to explore. They will learn how to research information using non-fiction books and using the search box on specific websites. They will take virtual field trips to each community type. Students will conduct research on Day 3. (Today you are previewing the skills they will need to perform this task.) Statement of Objectives: At the end of this lesson, students will be able to: Verbally identify characteristics of rural, urban and suburban communities Find information in non-fiction books Recognize typical features in non-fiction books such as the index and glossary Motivation: Students will conduct research on Day 3. (Today you are previewing the skills they will need to perform this task.) The concept maps that the students create in Kidspiration will serve as guide for their creation of their project by helping them to plan and organize their communities. Materials: KWL chart from yesterdays lesson Computer with internet connection Rural book basket consisting of the following books: Living in Rural Communities by Kristin Sterling , Community Resources: The Land and the People in Communities by Angela Catalano and Farm Community by Peggy Pancella Suburban book basket consisting of the following books: Living in Suburban Communities by Kristin Sterling, Communities by Gail Saunders Smith and Suburb (Neighborhood Walk) by Peggy Pancella Urban book basket consisting of Living in Urban Communities by Kristin Sterling, City by Philip Steele and City by Peggy Pancella Smartboard Resource Reference Sheet (Template included at the end of all of the lessons) Laptops with Kidspiration software (media teacher will bring these to the classroom)

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Review of previously learned material/lesson connections: Begin by connecting todays lesson with yesterdays lesson by reviewing what a concept map is and showing the students the enlarged class concept map they created. Review the definition of community from yesterdays lesson. Reiterate that people chose where to live based on their interests, needs and resources. While there are different types of communities, they each serve important roles and functions. Presentation of New Materials: Begin lesson with all students at the mat. All students will watch a 7 minute You Tube Video on rural, suburban and urban communities. (http://www.youtube.com/watch?v=GuF2o7SaRWU. After viewing the video, students will select which community type they want to study to depict in their diorama. (Try to have the class evenly split into three groups (rural, suburban and urban) with 7 students in each group. Guided Practice: After selections have been made, demonstrate how to complete research to each group individually (7 students at a time) in the classroom library. (These smaller groups will allow instruction to be more personalized for each groups needs) Books can be found in the classroom library. The books have been sorted by community types and divided into 3 baskets (rural, suburban and urban). There are multiple copies of the book in each basket. With each group, review the parts of nonfiction books listed below that students can use to find information. (Display these terms on the Smartboard as a reminder to students as they conduct their research) Table of contents Glossary Index Pictures Photographs Charts Graph Captions Use books in the basket to demonstrate these terms. Encourage student participation by asking interactive questions that require them to search in the book. Provide students with a handout listing the following websites (include URLs) they are allowed to use for research. Tell them to put their community type in the search box.
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Yahooligans (http://kids.yahoo.com/) Kids Click (http://www.kidsclick.org/) Answers.com (http://www.answers.com/) Fact Monster (http://www.factmonster.com/) Enchanted Learning (http://www.enchantedlearning.com/Home.html) Give the students in the Urban Group this website as well as above websites. http://www.harcourtschool.com/activity/cities/ (Interactive site on City Life) Independent Practice: The 2 groups you are not meeting with will use laptop computers in the classroom to take a virtual field trip of the three community types. The media teacher will come into the classroom with laptops that the students can use to create concept maps of their chosen community type. (If you are working in the library teaching research, the media teacher can assist students who have difficulty using Kidspiration) Students will use Kidspiration to create concept maps based on what they know about their community type and information in the videos. The virtual field trip for all students is found at: http://sites.google.com/site/socialstudiesvirtualfieldtrips/urban-communities Make sure to meet with all three groups and have all groups watch the video (for all three community types) on their laptop computers at their desks. Closure: Ten minutes prior to the session select one student from each community type to share their concept map with the rest of the class. Orally discuss similarities and differences amongst community types as depicted in the concept maps. Social Learning/Student Interaction: Twenty five minutes prior to the end of the session students meet with the other students who have selected the same community types to compare concept maps. Students should add information to their concept maps during this peer share. Assessment: Teacher will collect and review each students concept map to ensure students are including pertinent details that can be incorporated into their project. Teacher conferences individually with students who are having difficulty completing their maps. Logistics: Teacher will collect the concept maps at the end of this session and store them in the manila folder labeled Community Concept Maps. This will prevent students from misplacing them and will ensure they are easily accessible when needed. DAY 4 Time Frame: 1 period (45 minutes)
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Standards/Objectives Met: NYS Learning Standards in Social Studies Standard 2 Geography. 3.1c: locate places within the local community, state and nation; 3.1d: identify and compare the physical, human, and cultural characteristics of different regions and people 3.13: investigate how people depend on and modify the physical environment Overview: Today students will work in groups with their peers who have selected the same community types to conduct research using the books and the online sites that were reviewed yesterday. Students will use their research to fill out their graphic organizers. These organizers will help them plan for their dioramas. Statement of Objectives: At the end of this lesson, students will be able to: Illustrate their chosen community type Locate their community on a map Provide written descriptions of the people, natural resources, geography and occupations found in their communities

Motivation: Students will be researching their community type. Their understanding will help them in creating their project. Review of previously learned material/lesson connections: Yesterday students selected which community type (rural, suburban or urban) they are going to study. Each group learned how to conduct research online and using nonfiction books found in the classroom library. Students will fill out graphic organizers. (Students can work together in groups to answer all the questions or can divide questions up amongst group members.) Materials: Laptop computers to conduct research online Rural, urban and suburban book baskets Resource Reference Sheet for each student with the website names and URLs they should use to conduct research (Template include at the end of all the lessons) Graphic Organizers (Template included at the end of all the lessons) 3 Tent cards (1 tent card for each community type: rural, urban and suburban; Place tent cards in different areas of the room prior to the lesson) Index cards

Presentation of New Materials: Begin lesson with all students at the mat. Review the meaning of the following terms

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with the class: geography, natural resources, weather and environment. Ask the class to come up with examples for each of these categories. Guided Practice: Meet in the classroom library with any students whom you determine had difficulty creating their concept maps. Independent Practice: Students whom you are not meeting with should sit at the table labeled with the name of their community. Students use the non-fiction books and websites to find the information needed to answer the questions on their graphic organizers. They will use the information from their organizers to build their communities in a later lesson. Closure: On index cards have students write down two things they learned about their community. Social Learning/Student Interaction: Fifteen minutes prior to the end of the session students will meet in groups and use their graphic organizers to share their research findings with each other and provide feedback to group members. Students can add to their organizers as they share information with their peers. Assessment: Circulate throughout the room to ensure students remain on-task and to assist with the research process as needed, making sure to guide students rather than provide the answers. Teacher will collect and review each students graphic organizer to ensure students are providing accurate and thorough answers. Teacher conferences individually with students who are having difficulty completing their graphic organizers. Teacher will review the index cards to determine what students have learned. Logistics: Teacher will collect graphic organizers at the end of this session to make photocopies of them before the end of the school day. Students will bring home a copy of their graphic organizer and add information to it for homework. Let them know they have one more period in class tomorrow to complete it. They can take books home from the library or use computers to research information if they have them in their homes. Please store the original graphic organizers in the manila folder labeled Community Graphic Organizers. This will serve as a backup in case students misplace them. DAY 5: Time Frame: 1 period (45 minutes)
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Standards/Objectives Met: From the NYS Learning Standards Standard - ARTS2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Key Idea Code - ARTS2.VA: Visual Arts Key Idea - ARTS2.VA4: Visual Arts Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. Academic Level - ARTS2.E.VA4: Elementary Performance Indicator - ARTS2.E.VA2A: Students understand the characteristics of various mediums (two-dimensional, threedimensional, electronic images) in order to select those that are appropriate for their purposes and intent (a). Performance Indicator - ARTS2.E.VA2B: Students develop skills with electronic media as a means of expressing visual ideas (b) Overview: Students will be creating a blueprint, a detailed paper-based reproduction that they will use to create their diorama. Students will also complete a material checklist indicating the supplies they need for their dioramas. Statement of Objectives: At the end of this lesson, students will be able to: Design a blueprint for their diorama using TuxPaint or with colored pencils and graph paper Identify the materials they need for their diorama project Motivation: Students will be using the detailed plans (blueprints) they create today to make their diorama. Review of previously learned material/lesson connections: Today students will create a blueprint for their diorama. The blueprint the students create today complements their graphic organizer and concept maps they have already made. The blueprint, graphic organizer and concept maps are all planning tools the students can refer to as they design their communities. Materials: Computer with Tux Paint Colored Pencils Graph Paper
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Material Checklist Students concept maps (from a previous lesson) Students graphic organizers (from a previous lesson) Chart Paper Lap top computers (for students who wish to use Tux Paint) 1 Diorama Planning Sheet for each student (Template included at the end of all of the lessons) Ball

Presentation of New Materials: Students begin the period at the mat. Tell students they will be architects today. Review the meaning of the word architect and the responsibilities of an architect which include creating a blueprint prior to working on their project. Model for them how to create a blueprint using TuxPaint. (The website for tux paint is: http://tuxpaint.org/) and sketch another example of a blueprint using colored pencils and chart paper. Display the diorama planning sheet and material checklist on the Smartboard. Explain how to complete each of these. Dismiss students from the rug by group name - rural, suburban and urban. (Table tents with the different group names should be placed on the tables so students know where to sit.) Independent Practice: Students have a choice to design their blueprint using Tux Paint, an online drawing program they are familiar with or by drawing their plans with colored pencils They must also complete the diorama planning sheet and material checklist Closure: Toss a ball to students. The person that catches the ball must quickly and verbally share one thing they learned about their community today. Social Learning/Student Interaction: Students within the same groups exchange completed graphic organizers and provide feedback to their peers while teacher is conferencing with other students. Students within the same groups work at the same tables and help each other as needed. Assessment: Teacher will circulate throughout the room, visiting all three groups and providing assistance as needed. As students work on their planning sheets, teacher meets individually with each student for five minutes and review their graphic organizers and concept maps to ensure that all required information is included. Students will verbally describe their plans for their diorama which they will work on during tomorrows class. Logistics: Teacher will collect the completed graphic organizers at the end of this session and
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place them back into the manila folder labeled Community Graphic Organizers. Teachers will store the material checklist in a separate folder entitled Diorama materials. Teacher will review each students material request list to ensure adequate quantities are available. Teacher will collect and review the students completed planning packets at the end of this session and store them in the one of the three manila folders labeled Community Planning Packets. There are three folders one for each group (rural, suburban and rural) located in the top drawer of the file cabinet. DAY 6 Time Frame: 2 periods (90 minutes) Standards/Objectives Met: From the NYS Learning Standards Standard - ARTS2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Key Idea Code - ARTS2.VA: Visual Arts Key Idea - ARTS2.VA4: Visual Arts Students will know and use a variety of visual arts materials, techniques, and processes. Academic Level - ARTS2.E.VA4: Elementary Performance Indicator - ARTS2.E.VA2A: Students understand the characteristics of various mediums (two-dimensional, threedimensional, electronic images) in order to select those that are appropriate for their purposes and intent (a). Performance Indicator - ARTS2.E.VA2B: Students develop skills with electronic media as a means of expressing visual ideas (b) NYS Learning Standards in Social Studies Standard 2 Geography: Key Idea 3.1: 1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Students will: 3.1b: draw diagrams that serve as representations of places, physical features, and objects 3.1c: locate places within the local community, state and nation; Overview: Students will be making their dioramas today depicting their chosen community types. Statement of Objectives: At the end of this lesson, students will be able to:
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Graphically depict their chosen community in a diorama

Motivation: Students will create their dioramas to be displayed during the gallery walk in the auditorium. Review of previously learned material/lesson connections: Students will use their graphic organizers, concept maps and planning sheet to create their diorama. Materials: Planning diorama packets (from yesterdays lesson) Material checklist sheets (from yesterdays lesson, given to each student along with their requested supplies) Magazines 3 Table Tents (1 for each group rural, urban and suburban) Diorama Assessment Rubric (Template included at the end of all of the lessons)

Presentation of New Materials: Students begin the period at the mat. Inform students that they can include images they have drawn and/or get images from the computer and from magazines located at their tables. Explain the Diorama rubric to them and answer any questions they may have. They should refer to this rubric as they create their projects. Tell students that each diorama will be unique even if students are creating the same type of community. Encourage student creativity and exploration with materials. As you dismiss students from the rug by group name - rural, suburban and urban inform them that their requested supplies are at their seats (Table tents with the different group names should be placed in different areas of the room so students know where to sit.) Closure: Each group present three key ideas they learned about their community as they made their diorama that they think students in the other groups should know. Independent Practice: Students create their dioramas, referencing the rubric and using their diorama planning sheet, graphic organizers and concept maps. Social Learning/Student Interaction: Students within the same groups work in the same area of the room and help each other as needed.

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Assessment Teacher will circulate throughout the room, visiting all three groups and providing assistance as needed. Use the urban, suburban and rural community diorama rubric (included at end of lessons) Logistics: Teacher collects the planning materials: graphic organizers, concept maps and diorama planning sheet. Students will place their completed dioramas on the empty bookshelves next to the mailboxes in the front of the room by the door. The bookshelves have been labeled by community type (rural, suburban and urban). Direct students to the appropriate shelves. Communities of the same type should be stored together. DAY 7 Time Frame: 2 periods (90 minutes) Standards/Objectives Met: From the NYS Learning Standards Standard - ARTS2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Key Idea Code - ARTS2.VA: Visual Arts Key Idea - ARTS2.VA4: Visual Arts Students will know and use a variety of visual arts materials, techniques, and processes. Academic Level - ARTS2.E.VA4: Elementary Performance Indicator - ARTS2.E.VA2A: Students understand the characteristics of various mediums (two-dimensional, threedimensional, electronic images) in order to select those that are appropriate for their purposes and intent (a). Performance Indicator - ARTS2.E.VA2B: Students develop skills with electronic media as a means of expressing visual ideas (b) NYS Learning Standards in Social Studies Standard 2 Geography: Key Idea 3.1: 1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Students will: 3.1a: study about how people live, work, and utilize natural resources 3.1b: draw diagrams that serve as representations of places, physical features, and objects 3.1c: locate places within the local community, state and nation;
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3.13: investigate how people depend on and modify the physical environment Overview: Students will create information packets (travel booklets) to accompany their dioramas. Statement of Objectives: At the end of this lesson, students will be able to: Identify and label the oceans closest to their community Given a map, locate their communitys country, continent, city and county Write about the natural resources and activities within their community Provide written directions to their community from New York City

Review of previously learned material/lesson connections: Students will use the map skills they learned during the first lesson in this unit. Motivation: The booklets that the students design today will be given out to visitors during the gallery walk. The booklets will be displayed with the students dioramas during the gallery walk in the auditorium. Materials: Smartboard Laptop computers (for each student) Travel Booklets (to various places so students see examples) Welcome to My Community Booklet (1for each student) (Template is included at the end of all of the lessons) Travel Booklet Assessment Rubric (included at the end of all of the lessons)

Presentation of New Materials: Students begin the period at the mat. Show students different samples of travel booklets. Display the Welcome to My Community booklet on the Smartboard. Clarify what students are expected to do on each page of their community booklet. Students can include drawings in their books. Explain the travel booklet rubric to them and answer any questions they may have. They should refer to this rubric as they create their projects. Dismiss students from the rug by group name (rural, suburban and urban) Independent Practice: Students will use laptop computers to create their booklets. Students should refer to their concept maps, planning sheets and graphic organizers to find information for the booklets. Closure: As a class, select students to discuss what they learned today and its relevance.
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Social Learning/Student Interaction: Although students should work on their booklets independently, please allow students in the same groups to work in the same area of the room and help each other if needed. Assessment: Teacher circulates throughout the room providing assistance as needed. Teacher uses the travel booklet rubric to review the students travel booklets. Logistics: Teacher will collect the completed travel booklets at the end of the periods and store them in the folder with the appropriate group name. DAY 8 Time Frame: 2 periods (90 minutes) Standards/Objectives Met: From the NYS Learning Standards Standard - ARTS2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Key Idea Code - ARTS2.VA: Visual Arts Key Idea - ARTS2.VA4: Visual Arts Students will know and use a variety of visual arts materials, techniques, and processes. Academic Level - ARTS2.E.VA4: Elementary Performance Indicator - ARTS2.E.VA2A: Students understand the characteristics of various mediums (two-dimensional, threedimensional, electronic images) in order to select those that are appropriate for their purposes and intent (a). Performance Indicator - ARTS2.E.VA2B: Students develop skills with electronic media as a means of expressing visual ideas (b) NYS Learning Standards in Social Studies Standard 2 Geography: Key Idea 3.1: : 1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Students will: 3.1a: study about how people live, work, and utilize natural resources 3.1b: draw diagrams that serve as representations of places, physical features, and objects 3.13: investigate how people depend on and modify the physical environment . Standard Area: Mathematics, Science and Technology
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Standard - MST5: Technology Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Key Idea Code - MST5.CT: Computer Technology Academic Level - MST5.E.CT3: Elementary Performance Indicator - MST5.E.CT3B: Students use the computer as a tool for generating and drawing ideas. Key Idea Code - MST5.TR: Tools, Resources and Technological Processes Academic Level - MST5.E.TR2: Elementary Performance Indicator - MST5.E.TR2E: Students use appropriate graphic and electronic tools and techniques to process information. NYS Core Curriculum in English Language Arts 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. 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). Build on others talk in conversations by linking their comments to the remarks of others. Ask for clarification and further explanation as needed about the topics and texts under discussion. Overview: Today students work in groups with peers who chose the same community type to create a presentation that describes the characteristics of their chosen community type. When they finish working on their presentation, give them time to rehearse. Statement of Objectives: At the end of this lesson, students will be able to: Deliver an oral presentation on their chosen community type

Review of previously learned material/lesson connections: Students using their concept maps, graphic organizers and planning sheets that they created in previous lessons to create their group presentations. Motivation: Each of the three groups of students will present to the class tomorrow and to visitors during the gallery walk next week. Each presentation should last approximately ten minutes. Materials: Smartboard (set timer on for 1 hour) Art Supplies (markers, crayons, rulers, scissors, glue, sparkles)
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Poster board Chart Paper (for groups deciding to make a chart) Group organizer (Template is included at the end of all of the lessons) Students concept maps (from past lessons) Students travel booklets (from past lessons) Students graphic organizer (from past lessons)

Presentation of New Materials: Provide information to the students as they are sitting at their desks. Go over characteristics of effective presentations (speaking volume, pacing, and amount of detail). Tell students that they will be presenting their chosen community type in a group with their classmates who chose the same community types. Students should work together as a group to create their presentation which they will deliver in class and during the gallery walk. Encourage students to include as much detail as possible in their presentations, assuming that the people they are presenting to have never visited their chosen community type. Inform students that they have 1 hour to complete their presentation and then it will be time for them to rehearse. (Set timer on Smartboard for 1 hour.) Let students choose spots to work as a group where they feel they will be most productive. Independent/Group Practice: As a group, students will create their presentation to be presented to the class and during the gallery walk in the auditorium. Students can refer to their concept maps, graphic organizers and travel booklets to complete their group organizer and prepare their presentation. Give each group a group organizer to complete. They must include this information in their presentation but they can decide on the format. Suggestions for formats include plays, posters, songs and charts although groups are free to choose any format they like. Closure: Have students write two to three sentences about what they learned today. They could write about their communities or some aspect of working in groups. Social Learning/Student Interaction: Students work in groups to create and rehearse their presentations. Assessment: Teacher circulates throughout the room providing assistance as needed and listens to the groups as they rehearse offering feedback and suggestions Logistics: Teacher will give each group a folder labeled with their group name. Students will store their presentation information in this folder and will place it on the bookshelf next to their dioramas.

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If any of the groups made large charts or posters, they can clip them to the string hanging in the room using clothespins to ensure the posters or charts do not get creased. After 1 hour, ring a bell and tell students it is time to rehearse their presentations. Day 9 Time Frame: 1 period (45 minute) Standards/Objectives Met: NYS Core Curriculum in English Language Arts Presentation of Knowledge and Ideas SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Overview: Each group of students will make their presentations in the classroom to the teacher and to the other students who did not select their community type. Motivation: The students are giving their presentations in front of a live audience of their peers. They will deliver these same presentations to family, friends and students during the upcoming gallery walk. Statement of Objectives: At the end of this lesson, students will be able to: Behave in a manner appropriate for an audience member Provide feedback to peers about their presentations

Materials: Students presentation materials (charts, posters, music, etc) Chairs (arranged in rows like in a theater) Video camera

Review of previously learned material/lesson connections: In groups, students are delivering the presentations that they created and practiced yesterday.

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Presentation of New Materials: Review with the students the expectations for good audience members (no talking or distracting presenters, clapping at the end of each presentation) Tell students they will have the opportunity to ask questions at the end of each presentation. Closure: On index cards have students write down two things they liked about their classmates presentation and one thing they think their classmates can do to improve their presentation. Social Learning/Student Interaction: Students conduct their group presentations and individually explain and describe their dioramas. When a group is not presenting, they sit with other students and act as audience members. Assessment: Teacher will listen to the presentations and ask thoughtful questions to the group members. Teacher will observe the behavior of the audience members. Logistics: Leave space in the front of the chairs for students to make their presentations. Please get the video camera from the assistant principal so that you can record each groups performance. (The assistant principal will go over the cameras operating instructions.) Select a group to go first by having one member from each group pick a straw. The other groups are audience members and sit in the chairs set up in front of the presentation area. DAY 10 Time Frame: 1 period (45 minute) Standards/Objectives Met: NYS Learning Standards in Social Studies Standard 2 Geography: Key Idea 3.1: 1. Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Students will: 3.1d: identify and compare the physical, human, and cultural characteristics of different regions and people

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Overview: As a class students are going to create a Venn diagram comparing and contrasting the three different types of communities. Review of previously learned material/lesson connections: This lesson involves all 3 community types. Prior to this lesson, each group of students had only been studying their chosen community type in-depth. Statement of Objectives: At the end of this lesson, students will be able to: State and recognize defining characteristics of rural, urban and suburban communities Compare and contrast the three different community types

Motivation: Students can contribute what they learned about their chosen community as they explore other community types. Materials: 3 index cards per child with each card labeled rural, suburban or urban Venn diagram (Template is included at the end of all of the lessons) K-W-L chart (from the first lesson in this unit) Pen and notepad (to record names of students having difficulty playing the game) Presentation of New Materials: Have students sit on the mat in front of the Smart board. Review what a Venn diagram is. (A tool used to compare and contrast different things) There is a Venn diagram document for the Smart Board. Complete the Venn diagram Complete the third column on the K-W-L chart. Guided Practice: Play the index card community game. (Verbally name attributes found in the various communities. (Example: If I say lots of crowds and tall buildings, students will be expected to hold up urban. If I say residents living here are similar, students will be expected to hold up rural, suburban and urban index cards) Students receive three index cards, each with the name of a different community type. Students hold the index card or cards where the attribute can be found.) Independent Practice: Disseminate the feedback cards from yesterdays lesson and give the students time to incorporate the suggestions and revise their presentations.

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Social Learning/Student Interaction: Students will work as class to complete the Venn diagram and KWL chart. Assessment: Monitor students as they display index cards. (Write down the names of any students having difficulty with this game) Logistics: Remind students that tomorrow is the gallery walk/presentation day for family, friends and students in other classes. DAY 11 Time Frame: 3 periods (2 hours 15 minutes) Standards/Objectives Met: NYS Core Curriculum in English Language Arts Comprehension and Collaboration 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. Overview: Today is gallery walk day! Parents, family members, friends, teachers and students will be viewing the students dioramas, and travel booklets in the auditorium. Materials: Each students diorama and travel booklets Class KWL chart Class Venn diagram Each groups presentation (3 in total) Laptop computer with the video of students presentations uploaded to it (show on screen in auditorium) throughout gallery walk Index cards for visitors to provide feedback on as they tour the different communities Schedule with each groups presentation times Presentation Time: Students stand by their displays as visitors walk the gallery. Create a schedule for each group to make their presentations at two different times. Closure: Have students write down three things they learned this unit. Social Learning/Student Interaction: Students will present their dioramas and booklets to all visitors at the gallery walk Students answer questions presented by the visitors.

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Assessment: During the gallery walk, present visitors with index cards containing specific questions to ask the students. Informally assess students knowledge by monitoring this conversation while circulating throughout the gallery. For homework and to further assess students learning, tell students to answer the reflection questions about this project. (Template is included at the end of all of the lessons) Logistics: Prior to the students arrival at school, label each display table in the auditorium with the words rural, suburban or urban so students know where to set up their projects. Bring the KWL chart, Venn diagram, laptop computer, feedback cards and travel booklets to the auditorium. The video of the in-class presentations is displayed on the screen on the auditorium stage. The class KWL chart and Venn diagram are clipped onto easels in front of the stage, Have students walk as a class in their designated line spots with their dioramas to the auditorium. Let students set up their displays. Hand out travel booklets.

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Day 1: Where in the world do we live?

Where in the world do we live?

Name: ___________________

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We live on the planet ________.

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Label each continent: North America, South America, Europe, Asia, Antarctica, Africa, and Australia. Label each ocean: Pacific, Atlantic, Arctic, and Indian

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Color the United States green. Color Mexico red. Color Canada Blue.

Dont forget that Alaska and Hawaii are part of the United States.

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We live in the state: _________________. (Color our state yellow)

This is a map of the state of New York. There are many counties in New York. What county do we live in?___________ Color our county purple.

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This is a map of the five boroughs of New York. What is the name of our city? Circle it on the map.

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Our school is located on East 96th Street in Manhattan. Where area is it in?

This is a picture of my street and house.

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Day 4: Research Resource Sheet

Conduct your research using the books found in the bins at your table and by visiting the following webpages:

Yahooligans (http://kids.yahoo.com/) Kids Click (http://www.kidsclick.org/) Answers.com (http://www.answers.com/) Fact Monster (http://www.factmonster.com/) Enchanted Learning (http://www.enchantedlearning.com/Home.html)

Urban Group Only Use this website in addition to the websites mentioned above. http://www.harcourtschool.com/activity/cities/

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Day 4: Graphic Organizer

Name:______________________ Date:________________________

Circle your community type:

rural

suburban

urban

What does your community look like? Word words and draw pictures to illustrate your community.

Provide the name of your city or town. _____________________________________________________________________________________ _____________________________________________________________________________________ Where is your community located on the map? (Be as specific as possible) Be sure to provide the county, state, region, and nation. (Go to http://nationalatlas.gov/printable/reference.html# to get a county map of your state _____________________________________________________________________________________ _____________________________________________________________________________________

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Look in the class dictionary or online at dictionary.com to find the definition of natural resources. _________________________________________________________________________________ What are the typical natural resources found in your type of community?

_____________________________________________________________________________________ _____________________________________________________________________________________

What jobs do people gave in your type of community _____________________________________________________________________________________ _____________________________________________________________________________________

How do people rely on the environment (for their income, jobs, food, and transportation)? _____________________________________________________________________________________ _____________________________________________________________________________________

What activities do people in your community enjoy? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Provide the name of your city or town. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 39

____________________________________________________________________________________ What type of weather does your community have throughout the year?

_____________________________________________________________________________________ _____________________________________________________________________________________ Look in the class dictionary or online at dictionary.com to find the definition of natural resources. _____________________________________________________________________________________ _____________________________________________________________________________________ What is the geography in your community? _____________________________________________________________________________________ ____________________________________________________________________________________

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Day 5: Material List

Name:______________________________ My community type: rural Materials Please circle the items listed below that you will need for your diorama Crayons Markers Colored Pencils Glue Glue stick Colored Paper Glitter Scissors Tissue Paper Clay Other items I need are __________________________________________________________
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suburban

urban

Day 5: Planning Sheet

You are an architect. Use your concept map and graphic organizer to help plan your project. In the space below please draw a picture of your diorama. This picture will serve as your blueprint which you will use in class tomorrow to create your project.

Include directions below to places found in your community diorama. Example: Wal-Mart is located south of the houses in my community. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
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Questions to answer about your plan and diorama Does your picture: clearly show whether your community is urban, rural or suburban? ____ How will people know your community type? __________________________________________________________ __________________________________________________________ __________________________________________________________ Does your plan include peoples typical occupations in your community? __________ vehicles used in your community?__________ buildings found in your community?________________ natural resources found in your community?___________

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Day 6: Rubric Urban, suburban and rural communities: Diorama

Name: Date:______________________ Level 1 Level 2 Level 3 Achievement falls Achievement Achievement much below the approaches the meets the standard for the standard for the standard for grade level. grade level. the grade level. Level 4 Achievement exceeds the standard for the grade level.

Incomplete Unable to determine community type from diorama depiction. Diorama includes only one characteristic of the community type. Minimal effort.

Needs Improvement Difficult to determine type of community from the diorama. Diorama includes 2 characteristics of the community type. Diorama is adequate

Good Community type is clear from the diorama. Diorama has 3 characteristics of the community type. Diorama is creative. It looks like an adequate amount of time was put into it. Effective planning

Wonderful Community type is obvious from the diorama.

Depiction of community

Number of community characteristics

Diorama includes more than 3 characteristics of the community type. A large amount of detail was included. Looks like more time than was expected was put into it.

Effort

It does not look like any time was It looks like spent putting it much time was together. spent putting it together. Adequate planning

Planning Limited planning (as determined by layout of diorama)

Highly effective planning

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Day 7- Travel Booklet

Welcome to my community!

Name: __________________
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Dear Visitor, I am glad that you are interested in visiting the community of _______________
name of community

This booklet will help you plan your upcoming visit. I have included lots of information about _______________. In this booklet you will find the following:
name of community

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ My community type is _______________________________________. I know

Rural, suburban or urban

this because _______________________________________________________ __________________________________________________________________ __________________________________________________________________ Enjoy your trip to my community! Sincerely, ________________
Student name

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My community is located on the planet ________.

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I labeled each continent: North America, South America, Europe, Asia, Antarctica, Africa, and Australia. My community is located on ________________.
name of continent

I have labeled each ocean: Pacific, Atlantic, Arctic, and Indian My community is closest to ocean to the___________________ Ocean.
name of ocean

My community is located in _____________________________.

name of country

Below is a map of the country where my community is located.

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My community is located in _________________.

(name of state)

This is a map of the state of ________________.

(name of state)

Above is map of the state where my community is located.

I have colored my communitys state in yellow on the map below.

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There are many different counties located in my communitys state. My communitys county is __________.
(name of county)

Above is map of the county where my community is located.

I have colored my communitys county in red on the map below

I drew a map of my ___________ community below.

Type of community

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Above is a map I drew of my community which is shown in my diorama.

Below are directions to my community for visitors coming from New York City.
( I included specific information such as east, west, north and south).

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Natural resources found in my community include: __________________________________________________________________ __________________________________________________________________ _____________________________________________________________ These natural resources are important to my community because: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Many people in my community work as: __________________________________________________________________ ______________because______________________________________________ __________________________________________________________________ __________________________________________________________________ They travel to work using: __________________________________________________________________ __________________________________________________________________ _________________________________________________________________
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Fun things to do in my community are: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Day 7: Rubric Urban, suburban and rural communities: Booklet

Name: Level 1 Achievement falls much below the standard for the grade level. Date:_____________________ Level 2 Level 3 Achievement Achievement approaches meets the the standard standard for for the grade the grade level. level. Level 4 Achievement exceeds the standard for the grade level.

Incomplete Knowledge and Demonstrates content limited knowledge and understanding of content

Needs Improvement Demonstrates some knowledge and understanding of content

Good Wonderful Demonstrates considerable knowledge and understanding of content Expresses ideas and information with considerable effectiveness Mostly correct spelling, punctuation and capitalization. Few errors in grammar and usage. Teacher could tell student spent time working on the booklet. Demonstrates thorough knowledge and understanding of content Expresses ideas and information with a high degree of effectiveness Correct spelling, punctuation and capitalization. Proper grammar and usage. Teacher could tell much time was spent making the booklet the best it could be.
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Communication Expresses ideas and Expresses ideas information with and information limited effectiveness with some effectiveness Grammar Critical errors in spelling, punctuation, and capitalization. Critical errors in grammar and usage. Effort No effort was used to create this booklet. Errors in spelling, punctuation and capitalization. Frequent errors in grammar and usage Teacher could tell little to no time was spent making booklet the best it could be.

Day 8 Group Organizers

(for planning group presentations)

Community type: Characteristics:

Housing:

Businesses:

Activities:

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Day 10 Venn Diagram

Rural Communities

Urban Communities

Suburban Communities

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Sample Urban Diorama

Urban Group Presentations (A Poem) Urban communities are crowded with girls and boys, Taxi cabs, buses and subways contribute lots of noise. In urban cities and towns, some people walk to and fro, Always in a hurry as they go. Urban cities have tall buildings and skyscrapers too, With a variety of museums, shops and restaurants, theres always something to do. At night time, the sky is filled with stars that shine bright Urban streets have a lot of light. Manhattan is our urban community where we live and play. We would not have it any other way. We like growing up in such a big city. We visit Central Park which is quite pretty. We attend second grade at PS 198, We think our teacher is pretty great. Though we visit friends in rural areas and the suburbs too, Wed never move out of the city there are too many fun things to do!
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Sample suburban diorama

Suburban Community Diorama

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Characteristics Location Occupations of people living in suburbs

Suburban Group Presentation: Details Outside city Many commute to city for work, in suburban areas there are teachers, police officers, mail carriers

Images

Residences

Mostly, houses, often with plots of land

Population

Smaller than in urban areas, larger than in rural areas

Transportation

Mostly cars though some public transportation is available

Facilities

Schools, public works and hospitals

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