Maps Help Us Find Places
Lesson 1
Unit: 1 Our Community
Date:
Focus Questions:
What is a map?
How do maps help us?
Lesson Outcome/Teaching Point:
Use the map key and symbols and explore how
maps help us by analyzing different types of
maps.
NYC Social Studies Scope & Sequence:

Geography & natural resources shape where and
how urban, suburban, and rural communities
develop & sustain themselves.

Maps & globes have special features (symbols, map
legends).

Maps provide information & have special purposes.
S.S Practices & Historical Thinking Skills:
Geographic Reasoning:

Ask geographic questions
about where places are
located and why they are
located there using
geographic representations
such as maps and models.
Describe where places are in
relation to one another &
describe connections among
places.
Common Core LS:

W.2.1: Write opinion pieces in which they
introduce the topic or book they are writing about,
state an opinion, supply resources that support
that opinion, use linking words to connect opinion
& reasons, and provide a concluding statement.

W.2.7: Participate in shared research & writing
projects.

SL.2.1: Participate in collaborative conversations
with diverse partners and Grade 2 topics & texts
with peers & adults in small and larger groups.
Resources/Materials:
Vocabulary:

Create chart about Maps

Map

Reading Maps

Globe

Community Map

Map Key (legend)

Six color copies of

Symbol
1. Park Map

Bird’s-eye view
2. Neighborhood Map
3. Transportation Links in NYC
Map
Model/Demonstrate/Teach:
 Review previous learning by asking, “Has anyone ever used a map before? What is a map? How
do you think maps can help us?” Student’s pair-share with partner or team and then respond
by sharing their knowledge & experiences with maps. Teacher charts student responses (This
lesson opening can also serve as an informal assessment).
 Based on their knowledge of maps, read aloud Reading Maps by David Rhys. During the readaloud, pause to discuss the following pages.
1. Call attention to pages 4 & 5 and say, “Look at the park map & the photo of the park.
How are they the same and how are they different? How can this map help us?”
2. On page 7, discuss the term bird’s eye view. If the students need an explanation,
explain that a bird’s eye view is a view from a very high place that allows a person to see
a large area and the shape of things from above by looking down. Since birds fly high
above the ground, this is called a bird’s-eye view.
3. After page 9, ask, ‘What do you know about maps so far?”
4. After page 13, ask, “How can this map help us?”
5. At the end, ask students, “What do you know about maps now?” Add new knowledge to
chart.
 Introduce important vocabulary words and definitions for the lesson.
 Introduce the lesson focus by saying,”Today we are going to explore how different maps that
can help us.” Display the Community Map and say, “Maps have special parts that help us read
and understand them.” Show students the map key or legend on the map. Through discussion,
guide students to understand that a map key is used to help read the map and the symbols
show what things/places are found on the map.
 Lead inquiry by saying” Imagine a new student is coming to the neighborhood. How can this
community map help the new student?” Model/Think aloud as you look over the map. “I think
that the community map would be helpful because she can find where the school is [Point to
the map key symbol and the school on the map], and she can find the police if she needs help
[Point to the map symbol and the police on the map]. New students also need to know where


important places are!
Student’s pair-share, discussing other ways the map could help the new student. Draw their
attention to the other maps: park map, neighborhood map, transportation map.
Chart the following question and then ask the class, “How do you think these maps could help
our new friend? Why? Today you are going to work in groups to think about how the maps
could help our new friend. You can write your answer using the sentence, I think the
_______________ map will be helpful because _________________. Remember to use the map
key to help you read the map”.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
-Distribute Park, Neighborhood,
and Transportation Map. Have
them work in groups of 3-4.
-Discuss and write their ideas
using the sentence starter “I
think the ______ map will be
helpful because _______.”
On Level Activity:
-Distribute Park, Neighborhood,
and Transportation Map. Have
them work in groups of 3-4.
-Discuss and write their ideas
using the sentence starter “I
think the ______ map will be
helpful because _______.”
Students:
Above Level Activity:
-Distribute Park, Neighborhood,
and Transportation Map. Have
them work in groups of 3-4.
-Discuss and write their ideas
using the sentence starter “I
think the ______ map will be
helpful because _______.”
- Help other students in other
groups who need help finishing
the sentence.
Students:
Students:
Closure/Wrap Up



Assess understanding by observing the groups and paying close attention to their use of the
maps, map keys, and responses, to their sentence.
Gather students back together to ask again “How could these maps help our new friend? Why?
Allow time for them to share their ideas. Sum up the learning by discussing, “How would these
maps help you?” When would you use these maps? What are some other types of maps that
might help our new friend? Why?”
Cardinal Directions
Lesson 2
Unit: 1 Our Community
Date:
Focus Questions:
How can cardinal directions & intermediate
directions be used to locate places on a map?
NYC Social Studies Scope & Sequence:
Lesson Outcome/Teaching Point:
Locate places on a map by using cardinal &
intermediate directions on the compass rose.
Common Core LS:


Locations can be described using cardinal directions
(north, south, east, and west).
Locations can be described using intermediate
directions (northeast, southeast, northwest,
southwest).
S.S Practices & Historical
Thinking Skills: Geographic
Reasoning:

Ask geographic questions
about where places are
located using geographic
representations such as maps
and models. Describe where
places are in relation to each
other.

W.2.8: Recall information from experience or
gather information from provided sources to
answer a question.

SL.2.4: Tell a story or recount an experience with
appropriate facts and relevant, descriptive, details,
speaking audibly in coherent sentences.

SL.2.6: Produce complete sentences when
appropriate to task & situation in order to provide
requested detail or clarification.
Vocabulary:
Resources/Materials:

Compass rose
 Cardinal and Intermediate Direction

Cardinal directions
labels

Intermediate directions
 Community Map
 Community Map Task Cards

Neighborhood Map- copies for each
student
Model/Demonstrate/Teach
TEACHER TIP: Identify the location of “North” in the classroom prior to the lesson. Label the
room with the cardinal direction labels attached below for this lesson & the following
lessons.









Review previous learning by reminding students about their work with maps & map keys to help
find places on a map.
Cover the cardinal directions on the Community Map before displaying. Introduce the lesson by
saying, “Today we are going to learn about another important map feature called a compass
rose.”
Say to students, “Let’s pretend that our new friend lives on the corner of Gold Street.” [Point to
the locations as you speak or use an object/person to represent the student as you move along
the map]. “She needs to find the school” [point to the location as you speak] “How would you
direct her to the school from her house?” Give students time to pair-share & discuss ways to
get from Gold Street to school.
Share ideas & then engage in a class discussion around the question, “Are there easier words to
use to help us direct her to the Police Department?”
Through discussion, guide the students to understand the use of direction words. These
direction words are called cardinal & intermediate directions (refer to all directional words), and
along with a compass rose, they help locate places in the world & on maps. Draw a compass
rose on the Community Map and locate all the directional words by name.
Label the room with all the directional symbols.
Add these words, definitions, & images to the classroom word wall.
Model the use of cardinal directions to show students how the words apply to getting from Gold
Street to the Police Department. Then ask students, “How can the cardinal directions help us
direct the new student to the school?” Allow students to pair-share their ideas. Listen in to
how students use cardinal directions in their responses.
Students can practice using the cardinal and intermediate directions to locate places by using
the Community Map task cards with your modeling and active engagement.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce cardinal &
intermediate directions
-review key points of lesson
-Create task cards as a small
group with teacher assistance to
challenge partner to find their
location. Teacher models for
understanding.
Students:
On Level Activity:
- Allow time for students to
explore and familiarize
themselves with the
Neighborhood Map in groups of
3-4.
- Students draw a compass rose
with cardinal/intermediate
directions on the Neighborhood
Map and then use the compass
rose and the task cards to locate
places on the Neighborhood
Map.
- Create task cards as a small
group with teacher assistance to
challenge partner to find their
location.
Above Level Activity:
- Allow time for students to
explore and familiarize
themselves with the
Neighborhood Map partner
teams.
- Students draw a compass rose
with cardinal/intermediate
directions on the Neighborhood
Map and then use the compass
rose and the task cards to locate
places on the Neighborhood
Map.
- Create task cards as a small
group with teacher assistance to
challenge partner to find their
location.
Closure/Wrap Up


Assess understanding by observing the groups and paying close attention to their use of cardinal
& intermediate directions. Make sure they drew a proper compass rose, found the map
locations, and wrote accurate directions.
Students pair-share first and then discuss as a class a response to the question, “Why are
cardinal directions helpful in locating places?
Making a Classroom Map
Unit: 1 Our Community
Lesson 3
Date:
Focus Questions:
Lesson Outcome/Teaching Point:
How can cardinal directions and intermediate
Apply map knowledge and understanding of map
directions be used to locate places on a map?
key and compass rose to create a classroom map.
NYC Social Studies Scope & Sequence:
Common Core LS:

W.2.1.b: Participate in collaborative conversations
The location & place of physical features &
with diverse partners about Grade 2 topics and
manmade structures can be described using
texts with peers and adults in small & lager groups
symbols & specific geography vocabulary.

SL.2.6: Produce complete sentences when
 Maps & places have special features.
appropriate to task & situation in order to provide
requested detail or clarification.
 Maps provide information & have special
purposes.
 Locations can be described using
intermediate directions.
Vocabulary:
S.S Practices & Historical
Resources/Materials:
Review voc from lesson 2.
Gathering, Using, & Interpreting
 Classroom Map
Evidence:
 Map Space Graphic Organizer

Recognize different forms of
 Classroom Map Rubric
evidence used to make
 Park Map, Neighborhood Map,

meaning in S.S.
Ask geographic questions
about where places are
located and why they are
located there using
geographic representations
such as maps or models.
Transportation Links in NYC Map, &
Community Map
Model/Demonstrate/Teach

Review previous learning where the class used the compass rose to locate places on the map.
Stress that using the compass rose made it easier to find places.
 Introduce the lesson focus by stating, “Today we are going to use all we have learned about
maps to make our map. We looked at the Park Map, Neighborhood Map, Transportation Map,
and the Community Map & found that they would all be helpful for our new student.” Then ask
students, “What other kind of maps would be helpful for the new student? Why?
 Invite students to pair-share or group discuss to share their ideas. Guide students to suggest the
usefulness of a Classroom Map.
 Direct students’ attention to the direction labels placed in the room during the previous lesson.
Say, “We need to make sure that we place important items on the map in the right location.
Let’s stand and face north. Tell me two important items we see on the north wall that we
should include on the map for the new student”.
 Students discuss in groups and teacher charts their ideas.
 Continue to do the same with the west, east and south, charting at least 2 important items from
each wall. Then ask, “What is in the middle of the room that we should include?” Guide
students to choose the layout of the desks and chairs.
TEACHER TIP: USE THE CLASSROOM MAP PROVIDED TO REVIEW BIRD’S EYE VIEW AND WHAT SHOULD
BE ON A MAP FOR THE NEW STUDENT.
 Display the Map Space Graphic Organizer. Model by drawing a compass rose on your map with
cardinal & intermediate directions. Demonstrate by choosing an item from the class list and
using the compass rose to decide where the item should be placed on the map. For example,
notice that if the windows are on the north wall, they should be drawn on the north side of the
map.
 Create a symbol for the item in the map key. Invite students to pair-share/group-share and
choose another item from the list. Their ideas can then help places the new item on the map as
well as decide on a symbol to be drawn to represent the item.
TEACHER TIP: IT MAY HELP IF STUDENTS FACE NORTH AND HAVE THE CLASS MAP FACE NORTH AS
ITEMS ARE PLACED USING THE COMPASS ROSE.
 Distribute the Map Space Graphic Organizer. Review the Classroom Map Rubric with class
before students begin independent work.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce cardinal &
intermediate directions
-review key points of lesson
-Teacher works alongside small
group to draw a compass rose on
their map. It may help some
students to label each side of the
map with the directions as well.
-Teacher continues to model and
monitor group as needed.
Students will create a map and
map key. They must use the
compass rose & the room labels
to place the items in the proper
location on their map. It may
help some students to face each
direction as they place the items
on map.
Students:
On Level Activity:
- Students will work in group of
3-4.
-Students will create a map and
map key. They must use the
compass rose & the room labels
to place the items in the proper
location on their map. It may
help some students to face each
direction as they place the items
on map.
Students:
Above Level Activity:
- Work in partner teams or
independently.
--Students will create a map and
map key. They must use the
compass rose & the room labels
to place the items in the proper
location on their map. It may
help some students to face each
direction as they place the items
on map
-If done early may assist other
team members.
Students:
Closure/Wrap Up

Students use their rubrics as checklists to make sure they have all parts on the map. Teachers
use rubric to assess their understanding & application of the different parts of the maps.
Physical & Political Maps
Lesson 4
Unit: 1 Our Community
Date:
Focus Questions:
How is a physical map different from a political
map?
Lesson Outcome/Teaching Point:
Compare & contrast physical and political maps
by conducting a scavenger hunt to locate places &
features on each map.
NYC Social Studies Scope & Sequence:

There are many different kinds of maps.

Landforms, bodies of water, hemispheres,
continents, countries, and states can be located on
maps.

Geographic characteristics of communities can be
described using symbols and a map legend.

Places have geographic and political boundaries.
S.S Practices & Historical Thinking Skills:
Gathering, Using, & Interpreting
Evidence:



Recognize different forms of
evidence used to make
meaning in S.S.
Ask geographic questions
about where places are
located and why they are
located there using
geographic representations
such as maps or models.
Distinguish human activities
and human needs & humanmade features from
“environments” (natural
events or physical featuresland, air, & water-that are not
directly made by humans)
Common Core LS:

W.2.7: Participate in shared research & writing
projects.

W.2.8: Recall information from experiences or
gather information from provided sources to
answer a question.

SL.2.1.b: Participate in collaborative conversations
with diverse partners and Grade 2 topics & texts
with peers & adults in small and larger groups.
Resources/Materials:
Vocabulary:
1. Scavenger Hunt Physical Map of the

Physical map
U.S. graphic organizer

Political map
2. Scavenger Hunt Political Map of the

Boundary
U.S. graphic organizer

Geography
3. One color copy of the Physical Map of

Continent
U.S.

North America
4. One color copy of the Political Map of

Country
U.S.

United States
Model/Demonstrate/Teach

Introduce the lesson focus by displaying the two maps of the US. Say, “Today we are going to
explore & compare political & physical maps of the U.S. Ask, “What do you notice about these
maps?”
 Students’ pair-share responses about what they notice. Through discussion, guide students to
understand that both maps show the U.S. but that they are 2 different types of maps with
different purposes.
 Direct students’ attention to the political map. Through observation and discussion, lead
students to understand the political map of the U.S. Explain, “Political maps tell us where places
are and where their boundaries are. A boundary is a line that shows where one place begins
and another ends.” Point to a boundary on the map. Say, “This is the boundary line between
the U.S. and Canada. Find NYS and point out the location and the boundary.” Invite students to
find other boundary lines and locations of different states.
 Next, direct students’ attention to the physical map. Think aloud and say, “This is physical map
of the U.S.A. It shows where states are in our country. But it is also showing the geography that
can be found in the U.S. Geography describes the physical features of the Earth’s land, such as
mountains, rivers, lakes, and oceans.” Point to a physical feature on the map, such as the Rocky
Mountains or the Great Lakes. Invite students to find other physical features.
 Display the political map and the political map scavenger hunt sheet.
 Model by locating NYS using the sheet and making a mark on the map. Invite students to assist
finding the first location on the physical map scavenger hunt if necessary.
TEACHER TIP: NOT ALL THE EXAMPLES IN THE SCAVENGER HUNT USE THE COMPASS ROSE, BUT IT
MAY BE HELPFUL TO MODEL USING IT TO HELP PREPARE STUDENTS FOR THE TASK. MODEL AN
EXAMPLE FROM THE SCAVENGER HUNT SHEET AND CHOOSE DIFFERENT AREAS TO LOCATE USING THE
COMPASS ROSE.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- teacher works with individual
students who need one on one
assistance.
- students can work in
partnerships to complete the
scavenger hunts using the 2
maps.
at the end of the scavenger hunt
sheet, teacher will model how
to complete a quick write
describing what they observed
on each map and compare &
contrast.
On Level Activity:
- Student’s can work in
partnerships to complete the
scavenger hunts using the 2
maps.
- At the end of the scavenger
hunt sheet, they should
complete a quick write
describing what they observed
on each map and compare &
contrast.
Students:
Above Level Activity:
-- Students can work in
partnerships or independently to
complete the scavenger hunts
using the 2 maps.
- at the end of the scavenger
hunt sheet, they should
complete a quick write
describing what they observed
on each map and compare &
contrast.
Students:
Students:
Assessment/Wrap Up





Circulate while the students are exploring and conducting scavenger hunts of the maps.
Evaluate student work by observing:
1. What they are able to find quickly;
2. What they are having difficulty finding and;
3. Their ability to use the compass rose properly.
Strengthen student inquiry by asking question such as, “What are you learning about the U.S.
from this map? What is something new you have learned? How can these maps help you?
When would you use them? How are the maps the similar? How are they different?
Collect the scavenger hunt papers to assess student thinking about maps.
Sum up & have a discussion using the quick write that they completed after their scavenger hunt
by asking, “How are political maps and physical maps the same? How are they different? To
provide additional support, ask, “What items can be found on both maps? What are some
different items you can find on each map? How and when are these maps helpful?
Where Are We in the World?
Lesson 5
Unit: 1 Our Community
Date:
Focus Questions:
How can a map be used to locate our state,
country, continent, and hemisphere?
Lesson Outcome/Teaching Point:
Use map features to locate their borough, state,
country, hemisphere, and continent on a map by
using riddles.
NYC Social Studies Scope & Sequence:
Geography & natural resources shape where & how urban,
suburban, & rural communities develop & sustain themselves:

Landforms, bodies of water, hemispheres,
continents, countries, and states can be located on
maps.

Locations can be described using cardinal &
intermediate directions.
S.S Practices & Historical Thinking Skills:
Gathering, Using, & Interpreting
Evidence:



Recognize different forms of
evidence used to make
meaning in S.S.
Ask geographic questions
about where places are
located and why they are
located there using
geographic representations
such as maps or models.
Distinguish human activities
and human needs & humanmade features from
“environments” (natural
events or physical featuresland, air, & water-that are not
directly made by humans)
Common Core LS:

W.2.7: Participate in shared research & writing
projects.

W.2.8: Recall information from experiences or
gather information from provided sources to
answer a question.

SL.2.1.b: Participate in collaborative conversations
with diverse partners and Grade 2 topics & texts
with peers & adults in small and larger groups.

SL.2.6: Produce complete sentences when
appropriate to task & situation in order to provide
requested detail or clarification.
Resources/Materials:
Vocabulary:
1. Globe or Google Earth

Equator
2. Where Are You in the World?

Prime Meridian
Graphic Organizer

Northern Hemisphere
3. Map Packet-one set for each student

Southern Hemisphere
that includes one color copy of each

Western Hemisphere
of the following:

Eastern Hemisphere
-Political Map of the World
- Political Map of USA
- Political Map of NYS & NYC
Model/Demonstrate/Teach

Review previous learning by reminding students of the work they engaged in while comparing &
contrasting physical & political maps.
 Introduce the lesson focus by stating, “Today we are going to locate our hemisphere, our
continent, our country, our state, and our amazing borough using different maps.” Motivate
students by displaying a globe or Google Earth. Slowly spin the Earth while asking students,
“Where in the world do we live?” Distribute the map packets to students.
 Display a copy of the Political Map of the World from the student map packets. Through a thinkaloud, identify the Equator. Show the students how the world is divided into hemisphereseverything north of the Equator is the Northern Hemisphere, and everything north of the
Equator is the Northern Hemisphere and everything south of the Equator is the Southern
Hemisphere. Locate the Equator on the map and trace it, circle it, and label each hemisphere.
Students locate the same on their maps and trace the line in crayon, then circle it, and label the
hemispheres.
 Through a think-aloud, locate the Prime Meridian, and show students how everything west of
the Meridian is the Western Hemisphere and everything east is the Eastern Hemisphere. As
they are located, trace the hemispheres, and label each hemisphere using a different color.
Students then locate the same on their maps and trace the line with a different color crayon and
circle and label the hemispheres.
TEACHER TIP: BE SURE TO CIRCLE THE NORTHERN & SOUTHERN PARTS OF THE EASTERN AND WESTERN
HEMISPHERES TO SHOW THAT THEY OVERLAP. ADD THESE WORDS TO THE WORD WALL STARTED
EARLIER IN THE UNIT.
 Ask students, “If we wanted to locate our hemisphere, what could we use to help us? Guide
students to suggest ideas such as a compass rose, map key, looking for our country, looking for
our continent, the Equator, and the Prime Meridian.
 Say to the class, “Let’s try to find our hemisphere.” Read the first riddle on the activity sheet.
 Model through a think aloud by saying, “The first clue says that our hemisphere is north of the
Equator. According to the compass rose, that means
 Say, “The next clue says that there are two oceans in our hemisphere, the Atlantic and the
Pacific Ocean.”
 Invite students to help you locate the oceans on their maps.
 Think aloud and say, “The last clue-the continent of North America is in this hemisphere.” Look
at the map key to help locate the continent name. The red and black lettering is being used to
name the continents.” Invite students to help locate North America on their maps using the
map key.
 Ask students, “Which hemisphere do we live in?” Through discussion, guide the students to
name the Northern Hemisphere and or the Western Hemisphere with the reasoning to support
both responses. Model writing the answer on the sheet and circling it on the activity sheet map.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Display the riddle activity sheet
that the students will use.
Explain to the students that they
use the riddles and their map
packets to locate their continent,
country, state, and borough.
Remind them to write the
answers on the sheet & circle it
on the map next to the riddle.
The students may work with a
partner and the teacher can
model what is expected until
understanding,
Students:
On Level Activity:
-Display the riddle activity sheet
that the students will use.
Explain to the students that they
use the riddles and their map
packets to locate their continent,
country, state, and borough.
Remind them to write the
answers on the sheet & circle it
on the map next to the riddle.
The students may work with a
partner or small group.
Students:
Above Level Activity:
- Display the riddle activity sheet
that the students will use.
Explain to the students that they
use the riddles and their map
packets to locate their continent,
country, state, and borough.
Remind them to write the
answers on the sheet & circle it
on the map next to the riddle.
The students may work with a
partner or independently. When
completed with assignments
they can help other students
who need assistance or review
vocabulary words with a partner.
Students:
Assessment/Wrap Up


Review student responses to the map riddles. Then discuss the question, “Why is it
important to know where we are in the world?”
Return to the globe to practice using new knowledge & riddle answers to locate where
they are on the globe. For a quick write, ask students to write about what they learned
about where they are in the world.
Locating Our Community on a Map
Lesson 6
Unit: 1 Our Community
Date:
Focus Questions:
Where is New York City on a Map?
What are the boroughs that make up New York
City?
Lesson Outcome/Teaching Point:
Use New York City maps to create riddles to
locate the 5 boroughs.
NYC Social Studies Scope & Sequence:

Landforms, bodies of water, hemispheres,
continents, countries, and states can be located on
maps.

Locations can be described using cardinal &
intermediate directions.

Major physical features of NYC, NYS, and the U.S. can
be located on a map.
S.S Practices & Historical Thinking Skills:
Gathering, Using, & Interpreting
Evidence:

Recognize different forms of
evidence used to make
meaning in S.S.

Ask geographic questions
about where places are
located and why they are
located there using
geographic representations
such as maps or models.

Distinguish human activities
and human needs & humanmade features from
“environments” (natural
events or physical featuresland, air, & water-that are not
directly made by humans).
Geographic Reasoning:

Ask geographic questions
about where places are
located using geographic
representations such as maps
and models. Describe where
places are in relation to each
other.

Distinguish human activities
and human needs & humanmade features from
“environments” (natural
events or physical featuresland, air, & water-that are not
directly made by humans)
Common Core LS:

W.2.7: Participate in shared research & writing
projects.

W.2.8: Recall information from experiences or
gather information from provided sources to
answer a question.

SL.2.1.b: Participate in collaborative conversations
with diverse partners and Grade 2 topics & texts
with peers & adults in small and larger groups.

SL.2.6: Produce complete sentences when
appropriate to task & situation in order to provide
requested detail or clarification.
Resources/Materials:
Vocabulary:

One copy of Political Map of NYC for

Review previous
each student
vocabulary words from
Lessons 1-5.

Group copies of Transportation Links
in NYC Map

Where Are You in the World? Graphic
organizer (lesson 6)

Riddle Activity Graphic Organizer A

Riddle Activity Graphic Organizer B

NYC Borough Puzzle Pieces

NYC Outline Map
Model/Demonstrate/Teach




Review prior learning set context. Introduce the lesson focus by explain, “Today you will create
your own riddles to practice locating the 5 boroughs on a map. We are also going to use this
information to begin drawing and labeling our own borough map.”
Display the Political Map of NYC. Invite students to explore the map and the map key. Ask
students, “What can we learn from this map. Where is NYC on this map?
Students pair-share and analyze the map using the map key to gather information.
In a whole-group discussion, help students understand that the name NYC is written across the
whole area because NYC is made up of 5 different boroughs. Explain that a borough is a section
or a portion of the city. Guide students in naming the boroughs and where they are located in
relation to other boroughs as well as in relation to counties located in NJ and on Long Island.
Encourage the use of the compass rose.
 Display the Transportation Map.
 Activate students thinking by asking, “Why are there so many bridges and tunnels in NYC? PairShare and discuss responses.
 Students should understand that NYC needs so many bridges and tunnels because of its
geography. NYC is made up of a series of islands and these islands are bordered by different
bodies of water. Guide students in naming the bodies of water and their locations in relation to
the different boroughs. Encourage the use of the compass rose.
 Ask students, “How can we use this information to learn where the boroughs are located?
Remind students that they can use the compass rose and the physical features of the 5
boroughs to create their own riddles.
 Review the borough riddles from the last session to have them practice finding where their
borough is located.
TEACHER TIP: THIS ACTIVITY IS BASED ON THE PREVIOUS SESSION, SO STUDENTS SHOULD BE FAMILIAR
WITH THE RIDDLES. IF NECESSARY, USE THE LAST SESSION’S RIDDLES TO REVIEW THE FORMAT AND
HOW TO USE SURROUNDING FEATURES, THE COMPASS ROSE, AND BOROUGHS TO HELP LOCATE A
BOROUGH. HERE IS AN EXAMPLE FOR QUEENS:
EXAMPLE:
I am south of the Bronx.
My borough to the west is Manhattan.
Brooklyn is southwest of me.
I am next to the East River, Long Island Sound, and Jamaica Bay.
What borough am I?
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Students work in partnerships
alongside the teacher using the
map and compass rose to create
1 riddle to help identify the
location of different boroughs.
-Teacher might have to model
different examples for
understanding.
Students:
On Level Activity:
- Students work in partnerships
alongside the teacher using the
map and compass rose to create
2 riddles to help identify the
location of different boroughs.
Then they swap their riddles so
that the partners can use the
riddles to practice locating the
borough on their maps.
Students:
Above Level Activity:
-- Students work in partnerships
alongside the teacher using the
map and compass rose to create
3 riddles to help identify the
location of different boroughs.
Then they swap their riddles so
that the partners can use the
riddles to practice locating the
borough on their maps.
Students:
Assessment/Wrap Up


Review the student-created riddles and review freehand maps of 5 boroughs for
accuracy.
For discussion, “What are the 5 boroughs of NYC? In which borough do you live in?
How would you use geographical features to help you locate and describe your
borough?”
Learning About NYC Through Maps
Lesson 7
Unit: 1 Our Community
Date:
Focus Questions:
What do different types of maps tell about NYC?
Lesson Outcome/Teaching Point:
Analyze different maps of NYC to understand that
information about NYC can be found in many
different types of maps.
NYC Social Studies Scope & Sequence: Geography & natural
resources shape where and how urban, suburban, & rural
communities develop & how they sustain themselves.

Maps provide information & have special purposes.

There are many different kinds of maps.
S.S Practices & Historical Thinking Skills:
Gathering, Using, & Interpreting
Evidence:


Develop questions about the
community.
Recognize different forms of
evidence used to make
meaning in S.S. (including
sources such as art &
photographs, artifacts, oral
histories, maps, & graphs).
Common Core LS:

W.2.8: Recall information from experiences or
gather information from provided sources to
answer a question.

SL.2.1.b: Build on others’ talk in conversation by
linking their comments to the remarks of others.

RI.2.1: Ask & answer questions such as who, what,
when, where, why, & how to demonstrate
understanding of key details in a text.

L.2: Demonstrate command of the conventions of
standard English grammar & usage when writing or
speaking.
Resources/Materials:
Vocabulary:

Transportation Map (lesson 1)

Boroughs

Cultural Map of NYC

Thematic Maps

NYC’s Neighborhoods Map

NYC Borough Outline Maps-one copy
per student of the borough where
the students lives
Model/Demonstrate/Teach


Review prior learning by reminding students that maps give people important information.
Introduce the lesson focus by explaining, “Today we are going to learn about different types of
maps and their purposes. Remember that a map’s key gives us information.
 Display the Transportation Map (found on page 28).
 Model/Think aloud: Ask, “From looking at this key, what do you think this map will tell us?”
 Elicit from students that the map key indicates the location of bridges, tunnels, airports,
highways, & some important & major streets in the boroughs. Continue to think aloud about
what the map teaches about NYC & purpose it serves for people living or visiting NYC.
 Through demonstration and thinking aloud, guide the students to understand that they are
looking at a thematic map showing transportation of NYC.
 Chart think-aloud responses & student comments in a T-Chart (Types of Maps/What We
Learn/What We Use It For).
 Display the Cultural Map of NYC.
 Have students refer to the new map and say, “Look at the key to the Cultural Map of NYC. What
information does this key tell us? What do you think this map shows us about NYC? What
purpose does it serve? Students’ pair-share responses.
 Help students understand that they are looking at a thematic map that shows the cultural
institutions of NYC.
 Chart student responses.
TEACHER TIP: FOR ELL STUDENTS, POSE QUESTIONS THAT MAY INCLUDE, BUT ARE NOT LIMITED TO:
WHAT DO YOU SEE? WHAT QUESTIONS DO YOU HAVE?
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
-Distribute student copies of the
NYC’s Neighborhoods Map.
Have students work
independently in small group or
partner team to make
observations about the map &
chart responses
- Ask, “When you look at map,
what do you notice? What
information does the thematic
map give us? How is it different
from the other 2 maps we just
looked at? What purpose does it
serve?”
-Students share their
observations. Chart student
responses. Distribute a NYC
Borough Outline Map of the
borough in which the students
live to each student and say,
“Using the blank borough map,
you will design your own
thematic map.
-Make sure that each map
provides information about the
location of something you they
think is important about the
borough.
-Teacher might have to model
different examples for
understanding.
Students:
On Level Activity:
-Distribute student copies of the
NYC’s Neighborhoods Map.
Have students work
independently in small group or
partner team to make
observations about the map &
chart responses
- Ask, “When you look at map,
what do you notice? What
information does the thematic
map give us? How is it different
from the other 2 maps we just
looked at? What purpose does it
serve?”
-Students share their
observations. Chart student
responses. Distribute a NYC
Borough Outline Map of the
borough in which the students
live to each student and say,
“Using the blank borough map,
you will design your own
thematic map.
-Make sure that each map
provides information about the
location of something you they
think is important about the
borough.
Students:
Above Level Activity:
-Distribute student copies of the
NYC’s Neighborhoods Map.
Have students work
independently in small group or
partner team to make
observations about the map &
chart responses
- Ask, “When you look at map,
what do you notice? What
information does the thematic
map give us? How is it different
from the other 2 maps we just
looked at? What purpose does it
serve?”
-Students share their
observations. Chart student
responses. Distribute a NYC
Borough Outline Map of the
borough in which the students
live to each student and say,
“Using the blank borough map,
you will design your own
thematic map.
-Make sure that each map
provides information about the
location of something you they
think is important about the
borough
Students:
Assessment/Wrap Up




Assess understanding by listening in on their conversation and sharing their noticings on
the thematic maps as a whole group.
Review student-created NYC thematic maps.
Question for Discussion: What are some other kinds of maps that could be useful if
someone were visiting NYC?
Summarize the lesson’s objectives and ask students to complete an EXIT TICKET, ‘Today I
Learned…….” Identifying one new understanding based on the day’s work.
NYC’s Geographic Features
Lesson 8
Unit: 1 Our Community
Date:
Focus Questions:
What are the geographic features of NYC?
Lesson Outcome/Teaching Point:
Learn to understand that NYC has varied
geographic features and that its unique landforms
and features have contributed much to its
development and growth through the centuries.
NYC Social Studies Scope & Sequence: Geography & natural
resources shape where and how urban, suburban, & rural
communities develop & how they sustain themselves.

NYC has many geographical features (canals, hills,
rivers).

NYC has a unique landscape made up of many
islands, large and small, inhabited and uninhabited).

NYC has a unique landscape.
S.S Practices & Historical Thinking Skills:
Gathering, Using, & Interpreting
Evidence:


Develop questions about the
community.
Recognize different forms of
evidence used to make
meaning in S.S. (including
sources such as art &
photographs, artifacts, oral
histories, maps, & graphs).
Common Core LS:

W.2.7: Participate in shared research and writing
projects...

SL.2.1.b: Build on others’ talk in conversation by
linking their comments to the remarks of others.

RI.2.1: Ask & answer questions such

as who, what, when, where, why, & how to
demonstrate understanding of key details in a text.

L.2.1: Demonstrate command of the conventions
of standard English grammar & usage when writing
or speaking.

L.2.1.a: Capitalize holidays, product names, &
geographic names.
Resources/Materials:
Vocabulary:

Political Map of NYC

Waterway

Port of NY Historical Image

Canal

Port of NY Photograph

Bay

NYC’s Waterways by Richard Tan

Island

NYC landscape photographs (prior to

Ocean
lesson, assemble the photographs

Hill
into separate envelopes.)

Stream

Geographic Features Graphic

Lake
Organizer

Immigrant

Port
Model/Demonstrate/Teach









Review prior learning by reminding students that maps can help people learn about the
geography of NYC.
Display the Political Map of NYC (found on page 49).
Introduce the lesson by explaining, “Today we’re going to learn about why NYC’s geographic
features matter. Remember, we’ve learned that some geographic features of NYC are oceans
and rivers. We even used geographic features of NYC to help us locate the boroughs on a map.
When you look at this map of NYC’s boroughs, what geographic features do you notice?
As students respond to the question, chart their responses. Lead students to understand that
NYC is surrounded by waterways and that it is actually a series of islands. Highlight the
waterways and island areas on the map.
Display the Port of NY Historical Image and explain, “This image is the Port of NY. When you
look at this image, what do you notice? What do you think a port is?”
Elicit from children evidence from the image that indicates how important and busy NY’s port
has been.
Help students define port as a place, where ships come to unload and load goods. Say, “When
we look at the Port of NY image, we saw lots of activity in the water. But we also saw things
that were happening on the land surrounding the port”.
Help students identify important places such as roads for travel and farmlands. “Why do you
think people thought this was a good place to settle and make a community?” Through a
discussion of the question, help students understand that from NY’s earliest days, water was
important for the city.
Display the Port of NY Photograph. Ask students to compare the 2 images. Ask students, “How
has NYC changed? Was this a good place to establish a community? Why? How do you know?
Why did geography matter?


-
Help students conclude that NY’s geographic features made it an ideal place to establish a
community because it was easy to access and contained valuable resources to sustain life.
Refer back to the Port of NY Historical Image. Model and think aloud by the first identifying
geographic features you have observed. Think about what might attract someone to move here
and start a new life. Use the following prompts to model noticings and thinking:
Wow! When I look at this illustration, I see… (Waterways, forests).
I think people can use these resources to… (Move goods, get to places easily, and build homes).
If people are considering moving here, they will be able to… (Make farms, build homes, hunt
animals in the forests).
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Work in a group of 6 or so.
Break group up into 2 partner
teams. Distribute one envelope
containing a NYC landscape
photograph.
-Distribute the Geographic
Features Graphic Organizer to
each partner team. Using the
organizer, students note and
discuss land and water features
they see. They will think about
how someone might use the
resources they see in the
environment. Then they will
imagine that their job is to
advertise this land to people
who are considering moving
here. What will they say about
this place to convince others
they should move here? Why is
NYC a good place to settle and
live?
-Allow students sufficient time to
complete the Geographic
Features Graphic Organizer with
images they will use their
partners.
Students:
On Level Activity:
-Break group up into 2 partner
teams. Distribute one envelope
containing a NYC landscape
photograph.
-Distribute the Geographic
Features Graphic Organizer to
each partner team. Using the
organizer, students note and
discuss land and water features
they see. They will think about
how someone might use the
resources they see in the
environment. Then they will
imagine that their job is to
advertise this land to people
who are considering moving
here. What will they say about
this place to convince others
they should move here? Why is
NYC a good place to settle and
live?
-Allow students sufficient time to
complete the Geographic
Features Graphic Organizer with
images they will use their
partners.
Students:
Above Level Activity:
-Break group up into 2 partner
teams. Distribute one envelope
containing a NYC landscape
photograph.
-Distribute the Geographic
Features Graphic Organizer to
each partner team. Using the
organizer, students note and
discuss land and water features
they see. They will think about
how someone might use the
resources they see in the
environment. Then they will
imagine that their job is to
advertise this land to people
who are considering moving
here. What will they say about
this place to convince others
they should move here? Why is
NYC a good place to settle and
live?
-Allow students sufficient time to
complete the Geographic
Features Graphic Organizer with
images they will use their
partners.
Students:
Assessment/Wrap Up

Reconvene as a whole group to share emerging insights. Chart if applicable.
Travel Around New York City
Lesson 9
Unit: 1 Our Community
Date:
Focus Questions:
How do people in NYC travel from place to place?
Lesson Outcome/Teaching Point:
Understand that waterways are important
resources and that the waterways surroundings
NYC are essential to the way people live, work,
and move around the city.
NYC Social Studies Scope & Sequence: Geography & natural
resources shape where and how urban, suburban, & rural
communities develop & how they sustain themselves.

A community’s location is relative to other
communities.

Major physical features of NYC, NYS, and U.S. can be
located on a map.

Landforms, bodies of water, hemispheres,
continents, and states can be located on maps.
S.S Practices & Historical Thinking Skills:
Gathering, Using, & Interpreting
Evidence:


Develop questions about the
community.
Recognize different forms of
evidence used to make
meaning in S.S. (including
sources such as art &
photographs, artifacts, oral
histories, maps, & graphs).
Comparison & Contextualization:
 Recognize the relationships
between geography,
economics, and history in
his/her community.
Geographic Reasoning:
 Ask geographic questions
about where places are
located and why they are
located there using
geographic representations
such as maps and models.
Describe where places are in
relation to each other and
describe connection among
places.
Common Core LS:

W.2.7: Participate in shared research and writing
projects.

SL.2.1.b: Build on others’ talk in conversation by
linking their comments to the remarks of others.

RI.2.1: Ask & answer questions such as who, what,
when, where, why, & how to demonstrate
understanding of key details in a text.

L.2.1: Demonstrate command of the conventions
of standard English grammar & usage when writing
or speaking.

L.2.2.a: Capitalize holidays, product names, &
geographic names.
Resources/Materials:
Vocabulary:

Political Map of NYC

Bicycle lanes

Student-created thematic maps

Drivers

Transportation Map (lesson 1)

Ferry

Blue, Green, Brown colored pencils

Healthy

Transportation Before & After

Subways
graphic Organizer

Subway station

NYC landscape photographs (lesson

Subway system
8)

Taxi

NY Transit Museum: Teacher

Tram
Resource Center:

Transportation
www.transitmuseumeducation.org/tr
c/resources

History of Public Transportation in
NYC
www.transitmuseumeducation.org/trc/backgro
und

New York: The Empire State by
Margery Facklam and Peggy Thomas

Traveling in NYC by Andrew Moore
Model/Demonstrate/Teach




Review prior learning by telling students, “Let’s remember what we already know about
New York City’s geographic features by brainstorming all the things we’ve learned”.
Elicit students’ current understandings.
Introduce the lesson focus by explaining that students will learn about how people
travel from place to place around NYC.
Display the NYC Political Map (found on page 49) as students consult their copes of the
map and ask, “Where do you see water on your map?”
Students pair-share and identify each area of water they studies in the previous lesson.
Ask students to consider whether they see NYC as a water-rich area or not and to
explain their reasoning based on their maps. Have students generate responses using
textual evidence from the maps.







Lead to deeper inquiry by posing questions such as, “With all this water, how do you
think people might travel around the city?” Allow time for students to pair-share. Ask,
“What might they need to change in the environment to allow travel between
boroughs?”
Model you thinking and encourage deeper inquiry by placing your finger on Manhattan
on the NYC Political Map. Ask, “If I lived in Manhattan, how could I visit my family in
Brooklyn? I could use a boat because they are islands and there is water separating
them.”
Allow students time to pair-share and suggest other means of travel. Ask, “What if your
cousin lives in the Bronx and he needs to get to a party on Staten Island? “
Allow students to pair-share possible modes of transportation. Anticipate that
responses may include the subway, boat, canoe, bridges, etc. Continue to elicit and
supply names for generic terms mentioned (F Train, No. 7, LIRR, SI Ferry, etc).
Have students consult their thematic maps created in Lesson 6. Ask students, “Where
are the most likely places you would build a bridge or a tunnel?” Allow students time to
think and pair-share. Elicit student responses and place an X on the borough wherever
they might consider building a bridge or tunnel.
Display the Transportation Map (found on page 58). Explain that the map indicates the
placement and names of bridges and tunnels in NYC.
Ask students to look closely at both maps and compare the locations of their X’s with
the actual placement of the bridges and tunnels on the map. Ask, “Did we place an X
close to a spot where an actual bridge or tunnel exists? Why do you think it was built in
exactly spot? If your X is different from where the actual bridge or tunnel is, is that a
better spot or not?” Through discussion, help students to understand that the actual
location of the bridges or tunnels is critical decision that the city planners make.
Students should share their insights prior to continuing with the next portion of the
lesson.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Work in a group of 6 or so.
Break group up into 2 partner
teams
-Ask students to refer to the NYC
landscape photographs that
were used in the previous
lesson. Explain that using the
same photographs they
previously viewed, they will now
think about the ways people can
travel and generate a plan for
creating transportation in that
area.
-Provide the following directions
for students:
 Glue the photograph in
the upper box and then
respond in writing to the
question below the
photograph.
 On the 2nd page,
illustrate the changes
you will make to the
environment to create a
transportation system.
-Review the following questions
with students:
 What transportation
needs does your area
have? Do you have to
cross water to reach
different areas of the
region?
 What natural resources
exist in the area that you
can use to create
methods of
transportations in that
area?
 How will you use the
area’s natural resources
to create your system of
transportation?
Students:
On Level Activity:
-Break group up into 2 partner
teams.
-Ask students to refer to the NYC
landscape photographs that
were used in the previous
lesson. Explain that using the
same photographs they
previously viewed, they will now
think about the ways people can
travel and generate a plan for
creating transportation in that
area.
-Provide the following directions
for students:
 Glue the photograph in
the upper box and then
respond in writing to the
question below the
photograph.
 On the 2nd page,
illustrate the changes
you will make to the
environment to create a
transportation system.
-Review the following questions
with students:
 What transportation
needs does your area
have? Do you have to
cross water to reach
different areas of the
region?
 What natural resources
exist in the area that you
can use to create
methods of
transportations in that
area?
 How will you use the
area’s natural resources
to create your system of
transportation?
Above Level Activity:
-Break group up into 2 partner
teams.
-Ask students to refer to the NYC
landscape photographs that
were used in the previous
lesson. Explain that using the
same photographs they
previously viewed, they will now
think about the ways people can
travel and generate a plan for
creating transportation in that
area.
-Provide the following directions
for students:
 Glue the photograph in
the upper box and then
respond in writing to the
question below the
photograph.
 On the 2nd page,
illustrate the changes
you will make to the
environment to create a
transportation system.
-Review the following questions
with students:
 What transportation
needs does your area
have? Do you have to
cross water to reach
different areas of the
region?
 What natural resources
exist in the area that you
can use to create
methods of
transportations in that
area?
 How will you use the
area’s natural resources
to create your system of
transportation?
Students:
Students:
Assessment/Wrap Up

Visit the New York Transit Museum Teacher Resource Center website and click the links
for “History of Public Transportation” NS “Online Resources”. Share information, facts,
and photographs of NYC through the years as its transportation system developed and
changed.
Making a 5 Borough Map
Lesson 10
Unit: 1 Our Community
Date:
Focus Questions:
Where is New York City on a map?
Lesson Outcome/Teaching Point:
Apply what they have learned about the location
of the 5 boroughs, geography, of the 5 boroughs
by creating their own NYC boroughs map.
NYC Social Studies Scope & Sequence: Geography & natural
Common Core LS:
resources shape where and how urban, suburban, & rural

W.2.7: Participate in shared research and writing
communities develop & how they sustain themselves.
projects.

Communities use human & natural resources in

SL.2.1.b: Build on others’ talk in conversation by
different ways, human modify their environments,
linking their comments to the remarks of others.

People adapt and make changes to the environment

W.2.8: Recall information from experience or
in positive and negative ways.
gather information from provided sources to

Maps provide information and have special purposes.
answer a question.

Major physical features of NYC, NYS, and the U.S. can

SL.2.6: Produce complete sentence when
be located on a map.
appropriate to task and situation in order to
provide requested detail or clarification.

Waterways are important to NYC.

NYC has many geographical features
S.S Practices & Historical Thinking Skills: Resources/Materials:
Vocabulary:

NYC Outline Map (From Lesson 6)

Review previous
Gathering, Using, & Interpreting
lessons vocabulary

Boroughs of NYC Map Checklist &
Evidence:
Rubric

Develop questions about the

Maps from previous lessons
community.


Recognize different forms of
evidence used to make
meaning in S.S. (including
sources such as art &
photographs, artifacts, oral
histories, maps, & graphs).
Geographic Reasoning:
 Ask geographic questions
about where places are
located and why they are
located there using
geographic representations
such as maps and models.
Describe where places are in
relation to each other and
describe connection among
places.
Model/Demonstrate/Teach




Review prior learning by reminding students of all learned about geography of NYC and
how it affects the people living in NYC and the 5 boroughs.
Introduce the lesson focus by explaining, “Today, you are going to use all you know
about NYC to make your very own Boroughs of NYC Map.”
Display and distribute the NYC Outline Map (found on page 100). Ask students, “What
are some important features to include on the map?” Through discussion, help
students to understand that they should include important features such as waterways
and the location of the boroughs and or bridges. Chart responses.
Display the Boroughs of NYC Map Checklist & Rubric and review the steps needed to
complete the task.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Work in a group of 6 or so.
Break group up into 2 partner
teams
 Work in a small group
alongside the teacher to
create their borough
map using the rubrics
and checklists as well as
the borough map they
have studied so far.
Students
On Level Activity:
-Break group up into 2 partner
teams.
-Students will work in partner
teams to create their own
borough maps using their rubrics
and checklists as well as the
borough maps they have studies
so far.
Students:
Above Level Activity:
-Break group up into 2 partner
teams or students can choose to
work independently to create
their own borough maps using
their rubrics and checklists as
well as the borough maps they
have studies so far.
Students:
Assessment/Wrap Up


Allow time for students to share their maps with partners or as a whole class.
Assess student understanding by using the rubric and review maps for accuracy.
New York City is a Cultural Center
Lesson 11
Unit: 1 Our Community
Date:
Focus Questions:
Where are NYC parks and public spaces located?
What are some important cultural buildings in NYC?
Lesson Outcome/Teaching Point:
Learn that NYC is a cultural center with a physical
and cultural landscape that influences the lives of
its residents and tourists in many ways.
NYC Social Studies Scope & Sequence:

NY has a physical and cultural landscape.

People can read maps to learn about NYC.

People adapt and make changes to the environment
in positive and negative ways (housing,
transportation systems, schools, marketplaces, and
recreation areas).

NYC has vegetation and wildlife.
S.S Practices & Historical Thinking Skills:
Gathering, Using, & Interpreting
Evidence:


Develop questions about the
community.
Recognize different forms of
evidence used to make
meaning in S.S. (including
sources such as art &
photographs, artifacts, oral
histories, maps, & graphs).
Geographic Reasoning:
 Ask geographic questions
about where places are
located & why they are
located there using
geographic representations
such as maps and models.
Describe where places are in
relation to each other &
describe connection among
places.
Common Core LS:

W.2.7: Participate in shared research and writing
projects.

SL.2.1.b: Build on others’ talk in conversation by
linking their comments to the remarks of others.

RI.2.1: Ask and answer questions such as who,
what, when, where, why, and how to demonstrate
understanding of the text.

L2.1: Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.

L2.1a: Capitalize holidays, product names, and
geographic names.
Resources/Materials:
Vocabulary:

A Walk in NY by Salvatore Rubbino

Museum

Cultural Map of NYC (Lesson 7)

Cultural capital

Postcard Template

Landmark

My NY: New Anniversary Edition by

Attraction
Kathy Jakobsen

Tourists

New York, New York: The Big Apple

Sightseeing
from A to Z by Laura Krauss Melmed

Historical

Entertainment

Library

Site

Millions

Airports

Taxis

Double-decker buses

Big Apple
Chronological Reasoning:
 Identify change over time
in his/her community.
Comparison & Contextualization:
 Recognize the relationship
between geography,
economics, and history in
the community.
Economics & Economic System:
 Explain how scarcity
necessitates decisionmaking: identify the
benefits & costs of
decisions.
Model/Demonstrate/Teach


Review prior learning by reminding students about ways people change their
environment to help them live in their surroundings.
Display a circle map or other type of chart to gather student responses and information







from the read-aloud.
Introduce the lesson focus by explaining that the day’s learning is all about how NYC is
the “cultural capital.”
Write NYC is a cultural capital in the center of the circle map or on top of another
chosen chart method.
“Capital refers to the most important city or town and is usually where the government
of administrative center is, and the word culture refers to the beliefs, customs, and
practices of a group of people. Music, art, religion, food, and language are all part of
culture so when we think about these two terms together, we can think about NY and
all the things that makes it special.”
Model by listing an item or place that makes NY special on the chart (such as the Empire
State Building).
Share that more than 50 million tourists from all over the world visit NYC each year.
Pose the questions, “I wonder why they come to NYC? What do they want to see here?
What places do they want to visit?
Ask students to pair-share about places that people visit and want to see in NYC. Chart
student ideas onto a class circle map.
Introduce A Walk in NY and conduct a read-aloud, pausing as needed to discuss or
extend salient points of any of the places discussed and add to the circle map any places
not mentioned before the read-aloud (e.g., Grand Central Terminal, NY Public Library,
Empire State Building, Macy’s, Flatiron Building, Union Square Park, Greenwich Village,
Statue of Liberty, and the James A Farley Post Office).
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Work in a group of 6 or so.
Break group up into 2 partner
teams
 Following the readaloud, distribute copies
of the Cultural Map of
NYC (found on pg 106).
Briefly review the map
by asking the following
questions.
-What cultural attractions might
tourists visit in your borough?
-Circle the places you and your
family have visited.
What differences do you notice
among different cultural sites?
-Draw a box around the places
you would like to visit.
-Refer to the read-aloud. Are all
of the places mentioned in the
book on the map? Why? Why
not?
On Level Activity:
-Break group up into 2 partner
teams.
 Following the readaloud, distribute copies
of the Cultural Map of
NYC (found on pg 106).
Briefly review the map
by asking the following
questions.
-What cultural attractions might
tourists visit in your borough?
-Circle the places you and your
family have visited.
What differences do you notice
among different cultural sites?
-Draw a box around the places
you would like to visit.
-Refer to the read-aloud. Are all
of the places mentioned in the
book on the map? Why? Why
not?
-What would you add?
 Distribute a copy of the
postcard template to
students. Have students
create a postcard for one
of the cultural locations
they have been to (or, if
Above Level Activity:
-Break group up into 2 partner
teams or students can choose to
work independently.
 Following the readaloud, distribute copies
of the Cultural Map of
NYC (found on pg 106).
Briefly review the map
by asking the following
questions.
-What cultural attractions might
tourists visit in your borough?
-Circle the places you and your
family have visited.
What differences do you notice
among different cultural sites?
-Draw a box around the places
you would like to visit.
-Refer to the read-aloud. Are all
of the places mentioned in the
book on the map? Why? Why
not?
-What would you add?
 Distribute a copy of the
postcard template to
students. Have students
create a postcard for one
of the cultural locations
-What would you add?
 Distribute a copy of the
postcard template to
students. Have students
create a postcard for one
of the cultural locations
they have been to (or, if
they have not been to
any places, they can
choose a place they
would like to visit and
explain why they want to
go there).
 Students can use My
New York and New York,
New York! For research.
Students will design the
front of the postcard
using location they are
visiting and use the
friendly letter format on
the back to describe the
place they visited.

they have not been to
any places, they can
choose a place they
would like to visit and
explain why they want to
go there).
Students can use My
New York and New York,
New York! For research.
Students will design the
front of the postcard
using location they are
visiting and use the
friendly letter format on
the back to describe the
place they visited.

they have been to (or, if
they have not been to
any places, they can
choose a place they
would like to visit and
explain why they want to
go there).
Students can use My
New York and New York,
New York! For research.
Students will design the
front of the postcard
using location they are
visiting and use the
friendly letter format on
the back to describe the
place they visited.
Students:
Students:
Students
Assessment/Wrap Up

Assess student understanding based on suggestions made for the circle map, analysis of
the cultural map, and postcards.
New York State Geographic Features
Lesson 12
Unit: 1 Our Community
Date:
Focus Questions:
What are some of the major geographic features of
NYS?
Lesson Outcome/Teaching Point:
Identify some of the major geographic features of
NYS on a map.
NYC Social Studies Scope & Sequence: Geography & natural
Common Core LS:
resources shape where and how urban, suburban, & rural

SL.2.1.b: Build on others’ talk in conversation by
communities develop & how they sustain themselves.

W.2.8: Recall information from experiences or

Maps provide information and have special purposes.
gather information from provided sources to

Major physical features of NYC, NYS, and U.S. can be
answer a question.
located on a map.

Landforms, bodies of water, hemispheres,
continents, countries, and states can be located on
maps.
S.S Practices & Historical Thinking Skills: Resources/Materials:
Vocabulary:

Political Map of NYS (Lesson 5)

cartographer
Geographic Reasoning:

The Nystrom Atlas for NYC
 Ask geographic questions

Blank Outline Map of NYS
about where places are
located & why they are
located there using
geographic representations
such as maps and models.
Describe where places are in
relation to each other &
describe connection among
places.
Model/Demonstrate/Teach







Show students the Political Map of NYS (found on pg 89) and review major geographic
features. Have students’ pair-share responses to the question: What are some of the
geographic features that we know exist in NYC? Listen to student conversations and
record student responses. This can serve as an additional assessment of their
knowledge about NYC geographic features.
Say, “Today, the class is going to zoom out of NYC and take a look at NYS’s geographic
features.”
Have students’ pair-share to answer the question, “Can you find any of the features that
we found in NYC in NYS? Do you notice any new features?”
Help students to understand that NYS has more diverse geographic landscape than NYC
because it is a larger space. Some of the features that are found in NYC are found in
other areas throughout the state.
Show images of major NYS land features. Either tape the image next to the feature or
have the student place a sticky note with the name of the feature on the class map.
Encourage students to use the map tools to identify what kind of geographic feature
they are looking at, including the map legend and the compass rose.
Revisit the map and ask students, “Why does the cartographer, a person who is a map
maker, use green in some places and blue in other places?” Emphasis that the colors
and symbols on the map are meaningful and that students will use the same techniques
on their individual maps.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Work in a group of 6 or so.
Break group up into 2 partner
teams
 Distribute the Outline
Map of NYS to each
student. Invite students
to identify the major
geographic features of
NYS on their own maps.
Advise students to use
the Political Map of NYS
as a reference.
 Make sure students
include the map features
outlines in the model.
Encourage them to use
colored pencils and to
create a map legend.
Remind them that colors
and symbols should be
meaningful.
On Level Activity:
-Break group up into partner
teams.
 Distribute the Outline
Map of NYS to each
student. Invite students
to identify the major
geographic features of
NYS on their own maps.
Advise students to use
the Political Map of NYS
as a reference.
 Make sure students
include the map features
outlines in the model.
Encourage them to use
colored pencils and to
create a map legend.
Remind them that colors
and symbols should be
meaningful.
Students:
Above Level Activity:
-Break group up into partner
teams or students can choose to
work independently.
 Distribute the Outline
Map of NYS to each
student. Invite students
to identify the major
geographic features of
NYS on their own maps.
Advise students to use
the Political Map of NYS
as a reference.
 Make sure students
include the map features
outlines in the model.
Encourage them to use
colored pencils and to
create a map legend.
Remind them that colors
and symbols should be
meaningful.
Students:
Students
Assessment/Wrap Up



Bring students together with their maps.
Pair-share with each other what they included in their map. Encourage students to take
note of what other students included on their maps and to make sure revisions are
made after consulting with their peers.
When assessing for understanding, check for accuracy in feature location, for color, and
for clear and meaningful map key symbols.
Land Features and Their Uses
Lesson 13
Unit: 1 Our Community
Date:
Focus Questions:
How does the geography of NYS influence the way
people live and work?
Lesson Outcome/Teaching Point:
Explore how residents of different communities
use human and natural resources.
NYC Social Studies Scope & Sequence
Common Core LS:

Communities use human and natural resources in

SL.2.1.b: Build on others’ talk in conversation by
different ways.

W.2.8: Recall information from experiences or

Geographic features influence how and where
gather information from provided sources to
communities develop.
answer a question.

Physical features and natural resources may affect

W.2.7: Participate in shared research and writing
how people provide for their needs.
projects.

Geographic characteristics of communities can be
described using symbols and map legends.
S.S Practices & Historical Thinking Skills: Resources/Materials:
Vocabulary:
Gathering, Using, and Interpreting

Political Map of NYS (Lesson 5)

Natural resources
Evidence:

The Nystrom Atlas for NYC

Develop questions about the

Images & additional resources on
community.
major NYS geographic features
Comparison and Contextualization:

NYS postcard, side 1 (cut in half so

Identify similarities and
each child receives one half-sheet)
differences between

NYS postcard, side 2
communities.

Boroughs of NYC Map (studentcreated maps from lesson 10)
Model/Demonstrate/Teach


Review the geographic features identified on the Political Map of NYS (found on page 89).
Introduce the lesson focus by explaining, “When are going to look at NYS and figure out how
people use the natural features we have identifies on our map. One of the important purposes
of land features in that they provide natural resources. Natural resources are anything that
people can use that comes from nature. Different land features give people access to various
natural resources that are very important to the way we live.”
 Have students’ pair-share responses to the question, “What are some natural resources?
TEACHER TIP: LISTEN TO STUDENT CONVERSATION TO ASSESS WHETHER OR NOT STUDENTS
UNDERSTAND THE IDEA OF NATURAL RESOURCES. PROVIDE SOME EXAMPLES IF THEY SEEM UNCLEAR.
 Bring the students back together and chart responses.
 Display the NYS resources map on pages 38-39of The Nystrom Atlas for NYC and help students
understand how to use the map key to identify the different natural resources that are utilized
in each area of the state.
 Ask a student to use the NYS map to locate the Adirondack Mountains. Show how to locate that
same area on the natural resources map.
 Students’ pair-share a response to the question, “How can we use the map key to find out
information about the natural resources of this area?”
 Model by thinking aloud and say, “I will look on my NYS map to find the Adirondack Mountain.
Now if I look at the area on the natural resources map, I see lots of little trees and some little
reddish stones. Let me look at the map key to see what those symbols mean, I see those stones
mean there are garnet mines. That means that they dig for red stones! I’d want to visit the
Adirondack Mountain to see how garnets are mined-wouldn’t you?”
 Help the students understand why the Adirondack Mountains from the two Nystrom Atlas for



NYC maps (pages 16-17 & 38-39) in addition to any other resources gathered to make a postcard
advertising the mountains.
Say, “If I visited the Adirondack Mountains, I would want to know some of the ways that people
use them. Postcards are great for a quick look at why certain places are important. We are
going to make postcards to advertise some geographic features in NYS for all our classroom
visitors.”
Using the example above, guide the students to draw an image, write the name of the feature,
and choose one human use of a natural resource to highlight on the postcard. Students should
include a tagline on their postcard. For example: Adirondack Mountains-Mining for the Most
Beautiful Garnets in the World.
Review the postcard checklist so that the students know how to be successful.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Work in a group of 6 or so.
 Assign students to small
groups and invite them
to explore one of the
NYS geographic features
in depth. Provide them
with pages 38-39 in The
Nystrom Atlas for NYC,
in addition to images or
books on each
geographic feature.
They can also use the
Boroughs of NYC map
they created in Lesson
10 as a resource.
 Have students explore
resources together in
order to make their
postcards advertising
geographic features.
Remind students that
they’re being assessed
on the quality of their
drawing, but rather on
how they show what
they know about how
people geographic
features.
Students
On Level Activity:
-Break group up into partner
teams.
 Assign students to small
groups and invite them
to explore one of the
NYS geographic features
in depth. Provide them
with pages 38-39 in The
Nystrom Atlas for NYC,
in addition to images or
books on each
geographic feature.
They can also use the
Boroughs of NYC map
they created in Lesson
10 as a resource.
 Have students explore
resources together in
order to make their
postcards advertising
geographic features.
Remind students that
they’re being assessed
on the quality of their
drawing, but rather on
how they show what
they know about how
people geographic
features.
Above Level Activity:
-Break group up into partner
teams or students can choose to
work independently.
 Assign students to small
groups and invite them
to explore one of the
NYS geographic features
in depth. Provide them
with pages 38-39 in The
Nystrom Atlas for NYC,
in addition to images or
books on each
geographic feature.
They can also use the
Boroughs of NYC map
they created in Lesson
10 as a resource.
 Have students explore
resources together in
order to make their
postcards advertising
geographic features.
Remind students that
they’re being assessed
on the quality of their
drawing, but rather on
how they show what
they know about how
people geographic
features.
Students:
Students:
Assessment/Wrap Up



Students share their postcards with a student from another group. Students respond
to: What did your partner teach you about the land feature? Would you want to visit
that place?
Listen to student conversations to see whether or not students understand how people
use natural resources in different communities.
Use the postcards to assess basic understanding of geographic features and their uses.
TEACHER TIP: AS AN EXTENSION OPTION, ENCOURAGE STUDENTS TO WRITE A LETTER TO SOMEONE
ABOUT THEIR TRIP TO A PLACE THAT INCLUDED THE GEOGRAPHIC FEATURE. PRINT THE POSTCARD
TEMPLATE ON A CARD STOCK TO MAKE IT EASIER FOR STUDENTS TO WRITE ON THE OPPOSITE SIDE.
AS AN ADDITIONAL OPTION, STUDENTS CAN RESEARCH OTHER WAYS GEOGRAPHIC FEATURES ARE
UTILIZED (E.G., TRADE, TRANSPORTATION, RECREATION, ETC.)
Urban, Suburban, & Rural Communities
Lesson 14
Unit: 1 Our Community
Date:
Focus Questions:
How do we use a map to locate urban, rural, &
suburban communities in NYS?
Lesson Outcome/Teaching Point:
Learn how people change the land in their
communities and that changes can have both
positive and negative outcomes.
NYC Social Studies Scope & Sequence:
Common Core LS:

Geography and natural resources shape where and

how urban, suburban, and rural communities
develop and how they sustain themselves.

Physical features influence the development of
different communities.

Communities use human and natural resources in
different ways.

Humans modify their environments.

People adapt & make changes to the environment in
positive & negative ways (housing, transportation
systems, schools, marketplaces, and recreation
areas).
S.S Practices & Historical Thinking Skills: Resources/Materials:
Gathering, Using, and Interpreting

The Nystrom Atlas for NYC
Evidence:

Living in Urban Communities by

Develop questions about the
Kristin Sterling
community.

Living in Suburban Communities by
Geographic Reasoning:
Kristin Sterling

Ask geographic questions

Living in Rural Communities by Kristin
about where places are
Sterling
located and why they are
located there using
geographic representations
such as maps and model.
Describe where places are in
relation to each other and
describe connections among
places.
Vocabulary:

community

urban

suburban

rural
Model/Demonstrate/Teach

Remind students, “In our last lesson, we learned how people use different geographic features.
In today’s lesson we are going to look at different types of communities, three in particular.
These communities are called urban, suburban, and rural. Let’s look at some pictures to see if
we can determine which features make each one of these communities unique.”
 Refer students to pages 32-33 in the Nystrom Atlas for the NYC. Ask, “What characteristics do
you notice about urban, suburban, and rural communities?” Lead students to understand the
differences between the 3 types of communities through close questioning (e.g., ask students to
look at the buildings and focus on the distance between buildings, the organization of the space,
and any wildlife or natural resources).
TEACHER TIP: IF, DURING THE CLASS DISCUSSION, STUDENTS EXPERIENCE DIFFICULTY IDENTIFYING
CHARACTERISTICS OF THE COMMUNITY, USE THE BOOKS BY KRISTIN STERLING TO HELP SUPPORT AND
EXTENDTHEIR LEARNING. THIS CAN BE EITHER THROUGH A PICTURE WALK OR BY DISTRIBUTING THE
BOOKS TO THE STUDENTS GROUPS FOR CLOSER LOOK. ENCOURAGE THEM TO NOTICE HOW MANY
PEOPLE THEY THINK WOULD LIVE IN EACH OF THESE COMMUNITIES AND MAKE SURE THEY ARE
INCLUDED ON THE CHART.
 Model and think aloud by stating, “I notice that urban areas have many people living close to
each other. They are usually cities. When I look at suburban areas, I see they are very close to
big cities. The map also shows me that rural areas are much farther from cities.”
 Invite students to pair-share with their neighbors about what characteristics they notice.
 Listen to student responses about what features they notice for each community. Provide
opportunities for students to pair-share at regular intervals to explain their thinking. Record
student response on a Communities Chart.
SAMPLE COMMUNITIES CHART:








URBAN
SUBURBAN
RURAL
Many people
Close to the city/urban area
Farther from the city/urban area
Houses instead of
 Open spaces
apartment buildings
 Many plants and trees
 Houses are in neat
 Farms
rows
 Houses are spread out
 Lawns
 Farm animals
 Trees
 Fewer people
 Some people but with
more space than the
urban areas
Extend understanding by showing pages 34-37 of The Nystrom Atlas for NYC. Use the photos
to confirm students’ understandings. Reference your own community and encourage the
students to think about where your community might fit into these categories.
Tall buildings
Buildings are close
together
Many buildings
No farm animals
More stores
Not many plants
Trains, buses, subways

Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Work in a group of 6 or so.
 Students will play “Name
That Community” Assign
each student a
community that they will
represent through
drawing. Have the
children choose a
community name out of
a hat or envelope. Make
sure that each type of
community is
represented.
 Say, “Once you pick your
community type, don’t
tell anyone! It’s a
secret!” Instruct
children to draw their
community, using the
chart in addition to the
texts by Kristin Sterling
for ideas of what to
include in their
drawings. “After we are
finished with our
On Level Activity:
-Work in small groups.
Students:
 Students will play “Name
That Community” Assign
each student a
community that they will
represent through
drawing. Have the
children choose a
community name out of
a hat or envelope. Make
sure that each type of
community is
represented.
 Say, “Once you pick your
community type, don’t
tell anyone! It’s a
secret!” Instruct
children to draw their
community, using the
chart in addition to the
texts by Kristin Sterling
for ideas of what to
include in their
drawings. “After we are
finished with our
drawings, the rest of the
class will be detectives
and try to guess which
type of community you
drew”.
Above Level Activity:
Work in small groups or partner
teams.
Students:
 Students will play “Name
That Community” Assign
each student a
community that they will
represent through
drawing. Have the
children choose a
community name out of
a hat or envelope. Make
sure that each type of
community is
represented.
 Say, “Once you pick your
community type, don’t
tell anyone! It’s a
secret!” Instruct
children to draw their
community, using the
chart in addition to the
texts by Kristin Sterling
for ideas of what to
include in their
drawings. “After we are
finished with our
drawings, the rest of the
class will be detectives
and try to guess which
type of community you
drawings, the rest of the
class will be detectives
and try to guess which
type of community you
drew”.
TEACHER TIP: THESE
DRAWINGS CAN BE USED AS
INFORMAL ASSESSMENTS TO
ENSURE UNDERSTANDING OF
THE DIFFERENT TYPES OF
COMMUNITIES. CHECK TO
MAKE SURE THAT EACH
DRAWING HAS THE
APPROPRIATE FEATURES. FOR
EXAMPLE, A CHILD WHO
DRAWS AN URBAN SETTING
SHOULD BE SURE TO INCLUDE
TALL BUILDINGS, BUST STREETS,
CARS AND BUSES, SUBWAY
STOPS, STORES, AND PEOPLE.
Students:
TEACHER TIP: THESE
DRAWINGS CAN BE USED AS
INFORMAL ASSESSMENTS TO
ENSURE UNDERSTANDING OF
THE DIFFERENT TYPES OF
COMMUNITIES. CHECK TO
MAKE SURE THAT EACH
DRAWING HAS THE
APPROPRIATE FEATURES. FOR
EXAMPLE, A CHILD WHO
DRAWS AN URBAN SETTING
SHOULD BE SURE TO INCLUDE
TALL BUILDINGS, BUST STREETS,
CARS AND BUSES, SUBWAY
STOPS, STORES, AND PEOPLE.
Students:
drew”.
TEACHER TIP: THESE DRAWINGS
CAN BE USED AS INFORMAL
ASSESSMENTS TO ENSURE
UNDERSTANDING OF THE
DIFFERENT TYPES OF
COMMUNITIES. CHECK TO
MAKE SURE THAT EACH
DRAWING HAS THE
APPROPRIATE FEATURES. FOR
EXAMPLE, A CHILD WHO
DRAWS AN URBAN SETTING
SHOULD BE SURE TO INCLUDE
TALL BUILDINGS, BUST STREETS,
CARS AND BUSES, SUBWAY
STOPS, STORES, AND PEOPLE.
Students:
Assessment/Wrap Up


Invite students to share their drawings with the rest of the class.
Summarize the lesson by saying, “Now we will be detectives and look for clues in your drawing
to see if we can figure out which type of community you drew.” The other members of the class
will guess the community in the drawing and state the reasons why. Children can use the
prompt, “I think this drawing is a _________________________ community because I see
_______________________________.”
 After all students have had the opportunity to share, they can label their drawings with the type
of community: urban, suburban, or rural.
 As an assessment, listen to how students are explaining their reasons for identifying a
community as urban, suburban, or rural. Look at the students’ drawings to see if they were able
to accurately depict their assigned community.
TEACHER TIP: CHILDREN SHOULD WRITE A FEW SENTENCES EXPLAINING WHY THEIR COMMUNITY
WOULD BE AN IDEAL PLACE TO LIVE. ENCOURAGE STUDENTS TO GIVE REASONS. THIS IS A SHORT
PIECE OF OPINION WRITING WHERE THEY CAN SHARE THEIR OPINIONS ABOUT ONE OF THE THREE
TYPES OF COMMUNITIES. THE WRITING CAN ALSO BE A POTENTIAL BULLENTIN BOARD DISPLAY.
Our Changing Community
Lesson 15
Unit: 1 Our Community
Date:
Focus Questions:
How do people adapt and change the environment
in their community?
Lesson Outcome/Teaching Point:
Identify some of the major geographic features of
NYS on a map.
NYC Social Studies Scope & Sequence: Geography & natural
resources shape where and how urban, suburban, & rural
communities develop & how they sustain themselves.

Maps provide information and have special purposes.

Major physical features of NYC, NYS, and U.S. can be
located on a map.

Landforms, bodies of water, hemispheres,
continents, countries, and states can be located on
maps.
S.S Practices & Historical Thinking Skills:
Geographic Reasoning:
 Ask geographic questions
about where places are
located & why they are
located there using
geographic representations
such as maps and models.
Describe where places are in
relation to each other &
describe connection among
places.
Common Core LS:

RI.2.1: Ask and answer questions such as who,
what, when, where, why, and how to demonstrate
understanding of the text.

W.2.8: Recall information from experiences or
gather information from provided sources to
answer a question.

RI.2.7: Explain how specific images contribute to
and clarify a text.

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.
Resources/Materials:
Vocabulary:

The Little House by Virginia Lee

environment
Burton

Mannahatta and Manhattan images
Gathering, Using, and Interpreting
Evidence:
 Create an understanding of
the past by using primary
and secondary sources.
Chronological Reasoning and
Causation:
 Identify change over time
in her community.
 Recognize and identify
patterns of continuity and
change in his community.
Model/Demonstrate/Teach




Review the previous lesson by asking students to quickly state what is different about urban,
suburban, and rural communities.
Introduce the lesson focus by saying, “Today we are going to look at how our communities
change over time. NYC looks very different now than it did when people first arrived here.”
Say, “We are going to take a look at The Little House by Virginia Lee Burton, and we will use the
words and the pictures to see how the little house’s environment changes as time passes.”
Read aloud and stop after reading the second page and ask, “Do the illustrations of the little
house depict a rural community or an urban community? How do you know? Encourage them
to look at the class chart listing the features of urban, suburban, and rural communities. As
students volunteer responses, ask them to use the chart to support their answers.
While engaging in the read-aloud, periodically check in with the students and ask them to think
about hoe the environment is changing for the little house. “What do you notice is changing?
What kind of community is the little house a part of now?”

Model a think-aloud and say, “I notice that at the beginning of the book, there were lots of trees
and a bright blue sky. Now I can’t see the sky. There are lots of buildings and roads with many
cars and people. I think the environment is changing because more people are coming to live in
this area.”
Small Group/Independent Work (Differentiated Instruction)






Say, “Just like the environment in The Little House changed, the environment of NYC has
changed. A scientist did a study of the city and used technology to create a digital image of
what it must have looked like a long time ago. We are going to look at some of those images to
see how the land has changed over time in NYC, and we will use what we know to make guesses
about why these changes might have happened.”
In small groups, students look critically at 2 images to see how the land has changed over time in
NYC.
Assign one “recorder” and one “thief” in each group. Give the groups 2 minutes to brainstorm
every change that can observe between the 2 images. Ask, “What do you see in the first image
that is not in the second image? What is in the second image that is not in the first image? The
recorder is responsible for writing down all ideas for the group.
“Now, each thief has one minute to steal ideas from the other groups! You can write anything
down that you see on another group’s paper.” Students taking the role as the “thief” look at
other lists for new ideas.
Give the students 2 more minutes to finalize their lists and then ask them to reflect on this
question: Why do you think those changes took place?
One recorder from each group should write why they think these changes might have occurred
using the following prompt: The land in NYC has changed. We know this because __________.
The land changed because ___________________________.
Assessment/Wrap-Up



Students present the 2 images they studies and share with the group how and why they think
the land has changed over time.
Discuss how and why changes made to the environment can be both positive and negative.
Encourage students to use the image they analyzed and the book The Little House.
Look for students to identify that there are more buildings in Manhattan than Mannahatta.
They should identify that present day Manhattan has fewer trees, less grass, fewer bodies of
water, and more streets. They might identify reasons for these changes as people needing
places to work, live, and travel, a population increase, etc.
Performance-Based Assessment (Day 1)
Learning Outcome: Students will examine two images and write 2-3 sentences
that focus on the activities in each image.
Directions (for students): Look at the images below. Write 2-3 sentences that
focus on the activities you notice in each image. Explain how people are using or
altering the environment in each image.
 The students will be examining 2 images. The Harbor of NY in 1854 and
City of NY and Environs, 1875, Currier and Ives.
 They will write 2-3 sentences on each picture.
Performance-Based Assessment (Day 2)
Learning Outcome: Students will examine two images and list ways people
changed the environment in NYC from the 1600s to this century.
Directions (for students): Look at the 2 images below. List ways people changed
the environment in NYC from the 1600s to this century.
 The students will be examining 2 images. Mannahatta, 1600s and
Manhattan, 2000s.
 They will list ways people changed the environment by looking at the 2
images.
Performance-Based Assessment (Day 2 Writing Piece)
Learning Outcome: After examining the two images and seeing the changes to
the environment you listed. Choose 2 changes you think were the most
important and write about them.
Directions (for students): Look at the changes to the environment you listed.
Choose 2 changes you think were the most important and write about them.
On Chart Paper:
Why do you think these changes were important in the development of the NYC?
Give 2 specific examples to support your opinion. Be sure to include:
 An introductory sentence telling your reader your opinion and your topic.
 Two reasons why the changes were important.
 Two facts or examples to support your reasons.
 A conclusion
*For students who struggle, a small group mini lesson on how to write an introductory sentence can be
discussed. Students can come up with a couple of different introductory sentences that the teacher
writes down on chart paper. The student can choose one of the introductory sentences to help them
get started.



Review the Student Self-Assessment (located on page 164), which is a student rubric to
help them on track and to make sure they include important information in the writing
so that they get the best score possible.
Teacher rubric (located on page 163 of TG).
Each student should have his or her own rubric attached to writing assignment (pg 162).
Culminating Project: Our Changing Community
Unit: 1 Our Community
Date:
Focus Questions:
How can you use all you have learned about
geography, maps, and geography to create their
own community maps?
Lesson Outcome/Teaching Point:
Apply all that you have learned about map
making, communities, and geography to create
their own community maps.
NYC Social Studies Scope & Sequence
Common Core LS:

Geography and natural resources shape where and

SL.2.1. Participate in collaborative conversations
how urban, suburban, and rural communities
with diverse partners about Grade 2 topics and
develop and how they sustain themselves.
texts with peers and adults in small and larger
groups.

Physical features influence the development of
different communities.

W.2.8: Recall information from experiences or
gather information from provided sources to

Communities use human and natural resources in
answer a question.
different ways.

Humans modify their environments.

People adapt and make changes to the environment
in positive and negative ways.

The location and place of physical features and
manmade structure can be described using symbols
and specific geography vocabulary.

Maps and globes have special features.

Maps provide information and have special purposes.

Locations can be described using cardinal directions.

Locations can be described using intermediate
directions.
S.S Practices & Historical Thinking Skills: Resources/Materials:
Vocabulary:

Transportation Links in NYC (Lesson

cartographer
Geographic Reasoning:
1)
 Ask geographic questions

The Nystrom Atlas for NYC
about where places are

All About My Community Graphic
located & why they are
Organizer
located there using

Community Map Checklist
geographic representations

Community Map Rubric
such as maps and models.
Describe where places are in

Map Space Graphic Organizer (Lesson
relation to each other &
3)
describe connection among

places.
 Distinguish human activities
and human-made features
from “environments”
 Describe how human
activities alter places in a
community.
Gathering, Using, and Interpreting
Evidence:
 Recognize different forms
of evidence used to a make
meaning in SS.
Model/Demonstrate/Teach


Review previous learning by saying, “We have been learning so much about NYC and
NYS by studying maps, their natural resources, and their geography or land features.
We even looked closely at how people alter and change the land to help them live.”
Say, “Let’s review all we know so far. Imagine that a family is looking to move to our
community. Here are some questions they asked about NYC.” Display the
Transportation Map (page 58) and the chart with the guiding questions on a class-size
version of the All About My Community Graphic Organizer.
The name of our community is NYC.
Questions
Why is our community a good
place to live?
How did we change the land to
help us live and travel around?
How do people travel?
What do people do for fun?



Some possible answers
This is a good place to live
because the waterways help
people move around. It is easy to
move goods on ships to make
money. There are so many things
to see and do, too.
We added bridges and tunnels
because we live on islands and we
had to get from place to place.
People drive cars; take subways,
and use bridges and tunnels.
People can visit the Statue of
Liberty, museums, and Central
Park for fun.
Introduce the lesson focus by saying, “Great job! You know so much about our community!
Today, you are going to use all you have learned about maps and land features to create your
own community.”
Refer to the chart and say, “These are all things a new family would find in our real community.
Now imagine, what would a new family find in yours?” Display the rubric and quickly review the
task checklist.
Model for students by displaying the Map Space Graphic Organizer (page 74). Think of a name
for the community. Think aloud as you freehand draw your map. “Ok, I want to name my
community Funland. I will make the shape of my community a big oval.” Draw your
community. “Hmmm, what kind of geography should I have?” Draw a land feature (mountains,
hills, waterways, etc.). “Ok, now that I have lots of water, I need a symbol for this land feature.”
Draw a symbol for the land feature in your map key. Have students help to add more to the
map, using the checklist/rubric as a guide.
Small Group/Independent Work (Differentiated Instruction)
Below Level Activity:
-small group
-reinforce map skills
-review key points of lesson
- Teacher works with individual
students who need one on one
assistance.
- Work in a group of 6 or so.
Break group up into 2 partner
teams.
 Encourage creativity in
name selection and
other features that
students can add to their
maps. When they have
completed their
community maps, have
students prepare a quick
summary about life in
their community to help
them resent their maps
to the class. Students
will answer the following
questions on their quick
summaries:
- Why is this community a good
place to live?
-How did people change the
land to help them live and
travel around?
-How do people travel?
-What can people do for work
or fun in the community?
Students
On Level Activity:
-Break group up into partner
teams.
 Encourage creativity in
name selection and
other features that
students can add to their
maps. When they have
completed their
community maps, have
students prepare a quick
summary about life in
their community to help
them resent their maps
to the class. Students
will answer the following
questions on their quick
summaries:
- Why is this community a good
place to live?
-How did people change the
land to help them live and
travel around?
-How do people travel?
-What can people do for work
or fun in the community?
Above Level Activity:
-Break group up into partner
teams or students can choose to
work independently.
 Encourage creativity in
name selection and
other features that
students can add to their
maps. When they have
completed their
community maps, have
students prepare a quick
summary about life in
their community to help
them resent their maps
to the class. Students
will answer the following
questions on their quick
summaries:
- Why is this community a good
place to live?
-How did people change the
land to help them live and
travel around?
-How do people travel?
-What can people do for work
or fun in the community?
Students:
Students:
Assessment/Wrap Up


Allow time for students to present their community maps using their summaries as a
guide as they talk. If students are not telling all they can about their community,
encourage other students to ask questions about the community.
Assess understanding by using the attached rubric and how well the students are able to
talk about their map using the guiding questions from their summaries.