1
Second Grade Unit Plan-Community
Table of Contents
SS Common Core Essential Standards
2
Unit Plan Guide
3
Curriculum Web
5
Overview
6
Scope & Sequence
7
Math
9
Social Studies
12
Science
15
Language
18
Materials
20
Letter to Parents
23
2
Second Grade Social Studies Common Core Standards
2.E.1 Understand basic economic concepts
2. E.1.1 Give examples of ways in which businesses in the community meet
the needs and wants of consumers.
2. E.1.2 Explain the roles and impact producers and consumers have on
the economy.
2. E.1.5 Explain how money is used for saving, spending, borrowing and
giving.
2. E.1.6 Summarize the role of financial institutions.
2.C&G.1 Understand the purpose of governments
2.C&G.1.1 Explain government services and their value to the
community (libraries, schools, parks
2.G.2.1 Give examples of ways in ;which people depend on physical
environment and natural resources to meet basic needs
2.C&G.1.2 Explain how governments establish order, provide
security and create laws to manage conflict
2. G.2.2 Explain how people positively and negatively affect the
environment.
2.C.1 Understand how various cultures influence communities.
2.C.1.1 Explain how artistic expressions of diverse cultures
contribute to the community (stories, art, music, food, etc.).
3
Second Grade Unit Planning Guide
Subject: Social Studies
Content Based Essential Questions
What makes a good community?
Common Core Standard(s):
2.C.1
Understand how various cultures influence
communities.
2.C&G.1 Understand the purpose of governments
2.E.1
Understand basic economic concepts
Student Outcomes: What will students be able to KUD (know,
understand and do) by the end of the unit?
What a community is?
What a community needs?
What is the importance of transportation, communication and
rules and laws in a community?
How people can contribute to Their community?
Activities/Assessments:










Identifying Community-Identify places on a map of community.
Illustrate means of transportation and their importance.
Explain the importance of rules and laws in a community
Compare students’ own community with the one show on the
map
Compare three kinds of communities: city, town, and farm
community
Compare all three kinds of communities with students’ own.
Identify places that meet community needs
Identify different types of workers and which workers help
meet community needs.
Identify people who help solve a community’s problems
Recognize that a community has a history and changes over
time
4













Identify groups that settled in students’ community.
Identify groups that make up the community today.
Identify needs and Wants
Locate places in a community that satisfy needs and wants.
Identify goods and understand that people produce them
Identify places on a map where goods are made
Recognize that some people sell good and that most people
buy goods.
Identify places on a map where people buy goods
Make list of places where the goods can be bought and of
places that provide services.
Identify places on a map in student’s own community that
provide service
Explain that people need money to satisfy needs and wants
and that they work to earn money
Identify how people make choices about money
Identify why and how people save money.
Enduring Understandings: What are the big Ideas?
What are communities needs and wants?
Where are places in the community that supplies these needs and
wants?
What makes a good Community?
What Part does money play in our Community?
5
Science
Survival
(Prey/
Predator)
Possible
Field Trips
Social
Studies
Types of
communities
History of
our Own
Community
Map and
Globe Skills
Visit to City
Hall
Art
ELA
COMMUNITY
Math
Brochure
Newsletter
Technology
Money
Problem
Solving
Videos
Smart Board
Laptops
Literature
6
OVERVIEW
In Unit 1 (Community) students will focus on communities, learning about some places
that make up; a community and why transportation, communication, and rules and laws
are important in a community. They then compare different types of communities and
look at how community needs are met. Students also examine how communities change
over time.
In the second part of the unit, students get an understanding of basic economics. They
learn to distinguish between needs and wants and later, between goods and services. They
explore how people make, sell, and buy goods and provide services-recognizing that we
all are consumers. Students then discover why people work and explore the choices that
people need to make with money.
7
Scope and sequence
Critical thinking skills
Acquire data from observation of own environment
Gather and interpret data
Classify and categorize
Compare and contrast
Sequence
Generalize or summarize
Relate cause and effect
Infer or predict
Graphic skills
Analyze graphs and diagrams
Create charts and graphs to organize information
Use atlases, maps, globes, and models as resources
Communication skills
Express ideas orally and in writing
Collaborate with peers in group discussions and on group
projects
Recognize cultural diversity past and present
Economics
Identify basic needs
Distinguish between needs and wants
Connect economic needs/wants and places that meet them
8
Recognize the importance of community services
Geography
Compare own neighborhood or community with others
Identify common characteristics of all communities
Define a globe as a model of the earth
Distinguish between ground-level, birds’-eye, and map views.
Identify maps special drawings of real places
Locate own continent, county, state, and community on a map
9
First Quarter Unit: Community
Math for 1st Four Weeks
Week One:
Essential Question:
How can we establish a mathematics
community?
Common Core Standards: 2.0A.1, 2.0A.2
Group Activity: Students will discuss how Math Workshop is (or
is not) working. They will discuss the following issues: using and
sharing materials, caring for and storing materials, noise level,
working together, and working purposefully.
Resources:
Discovery
Education,
teacher’s
manual
(investigations), internet, smart board
Assessment: Teacher Created Assessment
WEEK TWO
Essential Question:
HOW CAN TOOLS IN OUR COMMUNITIES
MEET OUR NEEDS?
Common Core Standards: 2NBT.4, 2NBT.5
Activity:
Students will use the number line, greater than and
less than symbols, and hundred chart to play the game guess my
rule.
Resources:Discovery Education, Teacher’s manual (investigation)
Assessment: Teacher Created Assessment
10
Week Three:
Essential Question: How does money help people meet their need
in their community?
Common Core Standards: 2nbt.4, 2nbt.5, 2md.8
Activity:
Students will choose items they would like out of a
catalogue or print ad. Students will be given a set amount of
money to spend. Student will add up the prices of the items they
choose. If they are over their spending limit, they need to
subtract the price; of some of the items. If they are under, they
may add additional items.
Resources:
Discovery
Education,
teacher’s
manual
(investigations), internet, smart board
Assessment: Teacher Created Assessment
Week Four:
Essential Question:
how do people solve problems in their
community?
Common Core Standards: 2NBT.9, NNBT.8
Activity:
Students will create a class book of magic pot
problems. Students will write a problem for our book. On the
front flap, students will write their problems. On the inside,
write the equation that goes with their problems, and show how
they would solve the problem
11
Resources: teacher’s manual (investigations), smart board, Two
of Everything: A Chinese Folktale by Lily Toy Hong
Assessment: common assessment
12
1st Quarter Unit: Community
Social Studies 1st four weeks
Week One:
Essential Questions: What is a community?
Common Core Standards: G1.1, G1.2, CG1.2
Group Activity: Compare students’ own community with the one
show on the map
Compare three kinds of communities: city, town, and farm
community
Compare all three kinds of communities with students’ own.
Resources: Discovery Education, Teacher Manual(Communities
here and There), Internet, Magazines, Newspaper and travel
brochures
Assessment: Teacher Created
Week two:
Essential Questions: How do people get around in the
community?
Common Core Standards: G2.2, CG2.1, CG1.1 & E1.1
Activity: Divide a Large sheet of brown paper into three sections
labeled Land, Air and water. Students will cut out pictures of
13
different kinds of transportation from magazines. Then glue
each picture in the appropriate category.
Resources: Discovery Education, Teacher’s Manual (Communities
here and there) Internet
City Green by Dy Anne-Di Salvo-Ryan
ASSESSMENT: TEACHER CREATED
Week Three:
Essential Question: How can you identify different communities?
Common Core Standards: C1.1 G2.1, H1.3
Activity: label three shoe boxes City, Town, and Farm Community.
From supply of old magazines and travel brochures, student will
cut out community pictures, sort them and place them in the
correct box
Resources: Discovery Education, Teacher’s Manual (Communities
here and there), Internet,
The Armadillo from Amarillo by Lynnee Cherry. Magazines and
Newspapers
Assessment: Teacher Created
Week Four:
Essential questions: Why are community workers important?
Common Core Standards: E1.5, E1.2, & E1.6
14
Group Activity: Students select a job, either from list provided
or their own choice, and draw a picture of someone doing that
job. Students will label their pictures with the kind of worker
they’ve illustrated. TW gather pictures into a class book called
Book of Workers.
Resources: Discovery Education, Teacher’s Manual (Communities
here and there), Internet,
Alejandro’s Gift by Richard Albert.
Assessment: Common Assessment
15
1st Quarter Unit: Community
Science 1st four weeks
Week One:
Essential Question: What are the various animals and habitats in
our community?
Common Core Standards: Structures and Functions of Living
Organisms 2.L.1/2.L.1.1/2.L.1.2
Group Activity: Create an alphabet book identifying the various
animals and their habitats within our community.
Resources: Discovery Education; Imagine It! Unit “Look Again”;
Life Science Teacher Manual
Assessment: Teacher Created Assessment
Week Two:
Essential Question: What are the various animals and habitats in
our community?
Common Core Standards: Structures and Functions of Living
Organisms 2.L.1/2.L.1.1/2.L.1.2
Activity: Create a 3D visual identifying an animal and its habitat
that lives within our community.
Resources: Discovery Education; Imagine It! Unit “Look Again”;
Life Science Teacher Manual
Assessment: Teacher Created Assessment
16
Week Three:
Essential Question: What are the various animals and habitats in
our community?
Common Core Standards: Structures and Functions of Living
Organisms 2.L.1/2.L.1.1/2.L.1.2
Activity:
Construct a report providing information about an
animal and its habitat that lives within our community. This report
can be given via a new flash, audio report, pamphlet, etc.
Resources: Discovery Education; Imagine It! Unit “Look Again”;
Life Science Teacher Manual
Assessment: Teacher Created Assessment
Week Four:
Essential Question: What are the various animals and habitats in
our community?
Common Core Standards: Structures and Functions of Living
Organisms 2.L.1/2.L.1.1/2.L.1.2
Activity:
Construct a report comparing and contrasting two
different animal’s life cycle and habitats within the community.
Resources: Discovery Education; Imagine It! Unit “Look Again”;
Life Science Teacher Manual
Assessment: Teacher Created Assessment
17
Additional Essential Questions: (Taken from NC Essential
Standards Resource Guide)
What is a life cycle?
What are the stages of a life cycle?
How are the life cycles different: animal, plant, and insects?
How can I recognize that an animal has specific needs like food,
shelter, air, and space?
How can I compare and contrast the life cycles of different
animals?
18
1st Quarter Unit: Community
Language Art 1st four weeks
Week 1:
Essential Question: What are some places that might be found in
your community?
Common Core Standards: RI.1 /RI.6/ RI. 7/ RI.3/ RF.3/ RF.4/
W.2.
Activities: Students will write a text-to-text, text-to-self, and
text-to- world connection to the selection they are reading.
Students will write down connections and what page they made
the connection to in the selection.
Resources: Imagine It! Unit “Around the Town”
Assessments: Teacher Created Assessment
Week 2:
Essential Question: What are some places that might be found in
your community?
Common Core Standards: RI.1 /RI.6/ RI. 7/ RI.3/ RF.3/ RF.4/
W.2.
Activities: Students will make text to text connections from the
selection they read the previous week with the selection they are
reading this week. SW compare and contrast the selections using
a Venn Diagram graphic organizer.
Resources: Imagine It! Unit “Around the Town” Lesson 2
Assessments: Teacher Created Assessment
19
Week 3:
Essential Question: What are some places that might be found in
your community?
Common Core Standards: RI.1 /RI.6/ RI. 7/ RI.3/ RF.3/ RF.4/
W.2.
Activities: Students will locate the facts and opinions in the
selection they are reading this week. Students will write down
two opinions they found and two facts they found.
Resources:
Imagine It! Unit “Around the Town”
Lesson 3
Assessments: Teacher Created Assessment
Week 4:
Essential Question: What are some places that might be found in
your community?
Common Core Standards: RI.1 /RI.6/ RI. 7/ RI.3/ RF.3/ RF.4/
W.2.
Activities: Students will complete a KWL chart in which they will
write down things they know about the selection and will write
down questions they would like to find out. Once students have
read the selection, they will complete the KWL chart by
answering the questions they recorded previously.
Resources:
Imagine It! Unit “Around the Town” Lesson 4
Assessments: common assessment
20
Materials
Social Studies
Desk Map 2a/2b, 2c/2d
Community models
Activity globes
Map markers
Activity sheets 1-11
1-Name tags 2-working together -3-my part of the world- 4talk, look, and listen-
5- Comparing communities- 6- a changing
community – 7-Needs and Wants 8- making a teddy bear- 8- goods10- goods and service- 11- making, saving, and spending money
Construction paper
Glue
Magazines
Crayons
Videos:
What
is
a
Community?
Away
we
go:
All
about
transportation, Communication: between people and communities,
Long ago, yesterday, today, how communities grow and change ,
The difference between wants and needs, production workers:
and the goods they make how our economy works: all about
earning and spending money
Games: www.pbskids.org –“mad money”
www.practicalmoneyskills.com/games- “Road trip, ED’s
Bank, and Money Metropolis”
21
Math
Connecting cubes
Folders or large envelopes
Demonstration clock
Student clocks
Pattern block
Class number line
Large clothespins or clips
Chart paper
Pocket 100 chart
Real pennies, nickels, dime, quarters
Class coin chart
Counting bags
Collect 25ȼ Game Board
Large, clear, plastic jar
Masking tape or rubber band
Magazines
Primary number cards
Science
Construction paper
Crayons
Markers
22
Paper
Venn diagram
Videos: animal alphabets, animal groups: beginning classification,
and Life Cycle
Language arts
23
Dear Parents:
You often ask how you can help your child learn. Here are some
simple things you can do at home to reinforce what your child
learns at school.
Take turn identifying different kinds of transportation when
you’re walking, biking, or driving with your child. You and your
child can point to everything from cars and bus to bikes in - line
skates.
Practice making 911 calls for help on a toy phone. Teach your
child how to explain calmly what is wrong, give your address, and
wait to help to arrive.
Remind your child of any small towns, large cities, or farm
communities that you have visited recently. Discuss the kinds of
building, plants, and animals you saw. Also show your child any
photos you took of these places.
Visit your local historical society with your child to learn about
how the community has changed over time. Also describe to your
child how the community has changed during the time you have
you have lived there.
Have fun exploring the where and why of social studies with your
child!
Partners In Education
Second grade team