My Community
Social 2
A Collaborative Unit
Fall 2011
Table of Contents




An Overview of Grade Two: My Community
Social 2 summary of Outcomes
Social 2 – “I can” Student Friendly Statements
Social 2 Sample 2 Year Plan
page 3
pages 4-5
pages 6-19
pages 20 – 22

Topic 1 – My School Community
o Unit Plan
o Unit Resources
o Table of Contents Lesson Organizer
o Lessons
o Assessment Tools
Topic 2 – What is a Community?
o Unit Plan
o Unit Resources
o Table of Contents Lesson Organizer
o Lessons
o Assessment Tools
Topic 3 – Exploring My Community
o Unit Plan
o Unit Resources
o Table of Contents Lesson Organizer
o Lessons
o Assessment Tools
Topic 4 – The History of My Community
o Unit Plan
o Unit Resources
o Table of Contents Lesson Organizer
o Lessons
o Assessment Tools
Topic 5 – Belonging to a Community
o Unit Plan
o Unit Resources
o Table of Contents Lesson Organizer
o Lessons
o Assessment Tools
page 23




2
An Overview of Grade Two – My Community
Grade 2 students explore the meaning of community, and focus
upon their lives as members of various communities to which they
belong. While identifying the characteristics common to
communities, students will also begin to recognize diversity within
their communities. Students will explore the history of their
community, and those who contributed to its development over
time. Treaty education focuses upon Treaty relationships in the local
community, in both traditional and contemporary contexts. Grade
2 social studies students will also explore the influence of the natural
environment on their communities, and begin to interpret basic
features of maps and globes. As well, students in Grade 2 will
explore the processes and individuals involved in decision making
within their communities, and examine the roles, rights, and
responsibilities of citizens within the community. Through the
experience of Grade 2 social studies, students will begin to
contribute to sustainability of their local and global community.
-
Saskatchewan Ministry of Education
3
Social 2
Summary of Outcomes
4
Social Studies 2 – My Community
Summary of Outcomes
Content
Time Frame
IN 2.1 What is a community?
- What characteristics do all communities have in common?
- Who are the individuals in my community and what do they
do?
(connect to the Mapping Outcome)
IN 2.2 Cultural Groups in My Community
What traditions are celebrated in my community?
DR 2.1 The History of My Community?
(could tie to the Treaty outcome)
DR 2.2 The Land Around My Community
- features, resources, lifestyles, jobs, recreation, adapting to the
land
DR 2.3 Where Do I Live? Locating My Community
- integrate into other units
DR 2.4 Treaties and My Community
(use OTC kit)
(could tie in with Mapping)
PA 2.1 Leaders in My Community
Who are the leaders
How do leaders make decisions?
PA 2.2 Resolving Differences, Peace and Safety
Teach in Health
PA 2.3 Rights and Responsibilities
In my community, in my family, at school
RW 2.1 Needs and Wants
My needs and wants  how do I get these in my community 
resources
Quality of life
RW 2.2 Worldviews and the Environment
Circle of life, Medicine Wheel
RW 2.3 Making a Change
Could do school project with higher grade levels
Start here!!
Unit 1
5
Social 2
Student-Friendly
I Can Statements
6
IN2.1 Determine characteristics of a community.
 I can tell what is meant by the word community.
 I can list the different parts that make up a community.
 I can show how these parts work together.
Indicators
a. I can show (people, roles, needs, events
etc.) the different parts that make up my
school. (E)
 I can tell who my school leaders are.
 I can tell who keeps the school clean.
 I can describe some of the special
events that happen my school.
- essential
Ideas/Assessment
People, physical structure of the school
– gym, playground, library,
- take pictures of the different
characteristics of a school
- overlapping roles (principal also does
clean up)
- this is different than … my family (how
are these the same) Venn diagram
comparisons
- chart with headings (leader –with
roles; other members)
List, fill in the blank
Representing special events
List and leaders chart
b. I can list the different communities to which
I belong (family, school, church, 4-H, Minor
Sports teams, hobbies like dance, music, etc.)
(HD)
c. I can show how communities are alike and Chart
how they are different. (Venn, chart, etc.) (E)
d. I can list the ways that my community help
me meet my needs. I can show how I rely on
my community. (What are some things that
your community does for you that you cannot
do on your own?) (HD)
e. I can list ways that the people in my school
and local community help to make it run
smoothly. (HD)
f. I can list ways that all communities are alike
(e.g., transportation and communication
networks, educational and health care
systems, arts, culture, sport, and recreation
infrastructure). (E)
g. I can create a representation (picture,
This could be a Summative Assessment
web, etc.) showing how the parts my
Family –
community works together
School –
(interdependence).
Community –
Compare Communities –
Poster with images of different
community characteristics. Students
draw arrows to describe
interdependence.
7
Key Terms:


Community
Interdependence
Notes:
8
N2.2 Create a representation of the diversity of cultural groups in the local community.
 I can …
Indicators
Ideas/Assessment
a. I can tell various characteristics within
the school and local communities. I can
describe similarities within and between
the groups.
b. I can retell experiences and stories of
members of the local community
experienced through active listening,
viewing, and reading of stories in various
formats.
c. I can identify the importance of a
variety of cultural traditions, festivals, and
celebrations in the school and local
communities.
d. I can describe ways individuals and
groups contribute to the well-being of the
local community.
Key Terms:
add
Notes
9
DR2.1 Investigate stories of significant events and persons in the local community’s
history to describe the contribution of those who lived in the community in earlier times.
 I can …
Indicators
Ideas/Assessment
a. I can make plan to learn about the
people of my community in the past. I can
carry out the plan that I made to learn
more about the people in my community
from the past.
(interview with a grandparents, seniors,
guest speaker, local historian …)
Guest Speakers – local historian??
Interview of a senior – Adams Senior
Centre
Q Dice SmartBoard
- Generate questions from
students (teacher supported
questions)
- RAN – Find out what students
already know
- Assess kids of questions asked
b. I can research the history of my school. I
can share what I learned with others
Interview with parent or grandparent
Mini-research
Possible quiz
Graphic organizer or illustration
(connect to ELA representing)
Journal entry
c. I can show how past events in my
community has changed life here today.
(e.g. street names, business)
d. I can show how my community has
changed over time.
d. I can show how my community has
changed over time.
e. I can research how places in my
community got their name. (e.g. parks,
streets, buildings)
f. I can research the heritage of people
living in my community. I can explore why
people moved to my community.
Then and now sort or
Then and now poster
Match places to their information or
True or False quiz
Diagram
Graphic Organizer
Journal entry
Key Terms:
add
Notes
10
DR2.2 Analyze the influence of the natural environment on the local community.
 I can …
Indicators
Ideas/Assessment
a. I can describe natural features of local
community and consider upon their
importance (e.g., landforms, climate,
vegetation, waterways).
b. I can gather examples of natural
resources in the local community. I can
explain the importance of conserving or
restoring natural resources.
c. I can list ways in which the natural
environment influences lifestyles of the
local community.
d. I can identify ways that technology is
used to help people to adapt to the
natural environment
e. I can show ways in which the natural
landscape shapes daily life in the local
community.
Key Terms:
add
Notes
11
DR2.3 Identify physical representations as constructed models of real things.
 I can …
Indicators
Ideas/Assessment
a. I can describe buildings and other
structures in the community. I can see the
value and purpose of such constructions.
b. I can find my local community on a
map of Saskatchewan and Canada. I can
find my community’s location on a globe.
c. I can understand basic features of maps
and globes.
d. I can see and understand the artistic
representations of the land in and around
the local community
Key Terms:
add
Notes
12
DR2.4 Describe the influence of Treaty and First Nations people on the local community.
 I can …
Indicators
Ideas/Assessment
a. I can share stories of the heritage of the
community.
b. I can explore the relationship of
traditional First Nations to the land.
c. I can show on a map the Treaty territory
within which the local community is
situated.
d. I can describe the reasons for Treaty
through the eyes of First Nations and the
government.
e. I can trace the evolution of the Treaty
relationship in the community.
f. I can present oral, visual, or other
interpretation or representation of
historical understanding gained through
oral history.
Key Terms:
add
Notes
13
PA2.1 Analyze how decisions are made within the local community.
 I can share examples of how leaders make decisions about my community.
(Provide a scenario and ask: How would the principal decide what to do?
How would the mayor decide what to do?)
Indicators
Ideas/Assessment
a. I can review examples of communities
to which students belong, and identify
leaders in those communities (e.g., sports
teams, artistic groups, school clubs,
classroom, school, family). I can name
some communities that I belong to and
identify the leader of each of them.
List and leaders chart
b. I can give examples of leadership in the
local community, and describe ways
leadership is demonstrated (e.g., mayor,
reeve, chief, Elders, community
volunteers). I can tell what it takes to be a
good leader in a community.
c. I can identify decision makers in the
local community in government,
economic, community, faith, and cultural
organizations, and the roles of each. I can
tell which community members are
decision makers in different groups.
Who are the People in My Community?
Mini-book
d. I can research processes for decision
making in local community organizations,
and describe similarities and differences. I
can tell compare different ways that
community groups make decisions.
Guest Speaker – the Principal
Guest Speaker – President of a local
organization like Minor Sports
(alike – through members and meetings)
e. I can research formal decision-making
process for governance of the local
community.
I can state how my community leaders
make decisions for the whole community.
Guest Speaker – The Mayor
Guest Speaker – The Reeve
Key Terms:



Qualities of Leaders
Mayor
Reeve
14
PA2.2 Assess and practice various approaches to resolving conflicting interests within
the community.
 I can describe what is meant by conflict.
 I can tell about different ways people can work together to solve disagreements
in my classroom and in my community.
Indicators
Ideas/Assessment
a. I can recognize that the existence of
conflicting interests does not necessarily
result in conflict, and that harmonious
communities resolve conflicting interests in
peaceful ways.
b. I can review processes for resolving
conflicting interests in the classroom and
school.
Scenario – what should we do
c. I can identify possible sources of conflict
in groups to which students belong, and in
the community.
d. I can identify and describe diverse
viewpoints and perspectives in the local
community.
e. I can identify ways of maintaining safety
and harmony within communities (e.g.,
police, firefighters, signage).
f. I can investigate processes for resolving
conflicting interests in the local
government and community
organizations.
g. I can identify attributes of successful
approaches to resolution of conflicting
interests.
h. I can apply successful approaches to
resolving conflicting interests in the
classroom and school communities.
Key Terms:

Conflict
15
PA2.3 Analyze rights and responsibilities of citizens in the school and local community.
 I can tell what is meant by a rights.
 I can tell what is meant by a responsibility.
 I can list the rights of members of my school.
 I can list the rights of members in my local community.
 I can list the responsibilities of members of my school.
 I can list the responsibilities of members of my community.
 I can tell the difference between a right and a responsibility.
Indicators
a. I can tell the difference between the
rights of children and the rights of adults in
my community.
b. I can describe the Treaty rights of
members in my community.
c. I can connect my rights with my
responsibilities in my community.
d. I can find ways to share responsibility
with others (volunteer) in my community.
(e.g. garbage picking, offering to help).
(connect to Health)
Ideas/Assessment
Key Terms:


Rights
Responsibilities
Notes
16
RW2.1 Describe ways in which the local community meets needs and wants of its
members.
 I can describe what is meant by a need.
 I can describe what is meant by a want.
 I can describe how my community helps to meet my needs and wants.
Indicators
a. I can define the word resource. I can list
resources in my community that help
members meet needs and wants.
b. I can explain what is meant by quality
of life (basic needs met, level of wants). I
can explain how my community affects
my quality of life.
Ideas/Assessment
Key Terms:



Needs
Wants
Quality of Life
Notes
17
RW2.2 Analyze various worldviews regarding the natural environment.
 I can …
Indicators
Ideas/Assessment
a. I can investigate traditional First Nations
worldviews of the relationship between
humanity and the environment.
b. I can describe traditional western
European worldviews of the relationship
between humanity and the environment.
c. I can investigate traditional Métis
worldviews of the natural environment.
d. I can assess worldviews of how to
achieve balance and harmony.
e. I can describe current worldviews in the
community of the relationship between humanity
and the natural environment.
Key Terms:
add
Notes
18
RW2.3 Contribute to initiating and guiding change in local and global communities
regarding environmental, social, and economic sustainability.
 I can …
Indicators
Ideas/Assessment
a. I can represent through visual art, music,
dance, writing, or other forms, the
contribution of individuals and
communities to initiate change that
supports sustainability.
b. I can investigate how individual local
consumer choices may affect people
elsewhere in the world (e.g., child labour,
enslavement, sweat shops, consumption
of scarce resources, and prosperity
through employment).
c. I can develop a classroom action plan
for harmonizing personal lifestyles with
collective needs regarding social,
environmental, and economic
sustainability.
Key Terms:
add
Notes
19
Social 2
Sample Year Plan
20
SOCIAL 2 - Year Plan
Topic 1: My School Community
appx. __ hours
This is the opening to the school year and connects with rights and responsibilities in the
classroom. This will be connected with the Health curriculum.
 IN 2.1 – What is a community?
 PA 2.1 – Leaders in my community
 PA 2.2 – Resolving Differences
 PA 2.3 – Rights and Responsibilities
 RW 2.1 – Needs and Wants
a)
b)
c)
d)
e)
Characteristics
People (leaders)
Needs and Wants (RW 2.1)
Rights and Responsibilities
Resolving Differences
Topic 2: What is a Community? (IN 2.1)
appx. ___ hours
Building on the idea of the school communityu, students will now learn about some
characteristics that all communities have in common
 IN 2.1 – What is a community?
 PA 2.1 – Leaders in my community
 PA 2.2 – Resolving Differences
 PA 2.3 – Rights and Responsibilities
a)
b)
c)
d)
e)
Characteristics
People (leaders)
Needs and Wants (RW 2.1)
Rights and Responsibilities
Resolving Differences
o
o
o
Who are the People
Who are the Leaders/What do they do?
What do we do when we have a problem?
21
Topic 3: Exploring My Own Community
appx. ___ hours
Now that students have an understanding of communities, we will explore the special
features of our community.
 DR 2.1 – Where do I live? Locating my Community
 DR 2.2 – The Land Around My Community
 RW 2.1 – Needs and Wants
 RW 2.2 – Worldviews and the Environment
a) Locating My Community (mapping)
Where is my community?
What are its features?
b) The Land Around My Community
c) The Resources In and Around My Community
Meeting My Needs and Wants
Worldviews and the Environment
Topic 4: The History of My Community
We will explore the history of our area, beginning with the First Nations peoples and the
Treaty and moving to the birth of the town.
 DR 2.4 - Treaties
 DR 2.1 – The History of My Community
a) Treaty 6
b) Becoming a village/town
Topic 5: Belonging to a Community
appx. ___ hours
a)
b)
c)
d)
Celebrating Traditions (Cultural Groups in My Community)
History
Other Communities to Which I Belong (teams, clubs, etc.)
Volunteering (Making a Difference in My Community)



IN 2.2 – Cultural Traditions
RW 2.1 – Needs and Wants (e.g. clubs, groups)
RW 2.3 – Making a Change
22
Topic 1
My School Community





IN 2.1 – What is a community?
PA 2.1 – Leaders in my community
PA 2.2 – Resolving Differences
PA 2.3 – Rights and Responsibilities
RW 2.1 – Needs and Wants
23
Social 2 Unit Plan
Teachers
Subject
Grade Unit /Theme
Date
Social
2
My School
Year Long
Studies
Community
Timeline
Big Ideas/Key Questions/Essential Understandings
Why is school considered to be a community? What is a community?
Who are the people of this community? What do they do?
Who are the leaders in a school community? What are their
roles/responsibilities?
Outcomes
IN 2.1
PA 2.1
PA 2.2
RW 2.1
Concepts/Knowledge
(nouns)
I can statements reflect
the content.
Pre-Assessment Plan
Skills (verbs)









Record (write, draw)
Identify (tell, list, show, state)
Compare (alike and different)
Create
Compile (list)
Describe (tell)
Relate (connect)
Define
Investigate (explore)
Formative Assessment
Plan
Summative Assessment
Plan
How will my students
show me what they
know?
Leaders in My
Community Assessment
Instructional Strategies/Activities
24
Differentiated Strategies
Materials/Resources/FNMI
Reflection
Topic 1 Resources
P. Finkbeiner – My School
25
Leaders in My Communities
List as many leaders in our school as you can in the space below.
For each, list as many of their jobs as you can.
At School:
Leader
Jobs
26
List as many leaders in our community as you can in the space
below. For each, list as many of their jobs as you can.
In My Community
Leader
Jobs
27
List as many leaders in a community group as you can in the space
below. For each, list as many of their jobs as you can.
In My Community Group
Leader
Jobs
28
Leaders in My Communities



IN 2.1 – a I can tell who my school leaders are.
PA 2.1 – b I can share examples of leaders in my local community.
PA 2.1 – c I can tell who the leaders are in different community groups.
I can describe their jobs.
5
Wow
4
Yes
3
Yes, but
2
Not yet
1
No
Student can identify many school leaders, community leaders and some
community group leaders.
Student can describe many of the jobs of those leaders.
Student can identify many school leaders, community leaders and some
community group leaders.
Student can describe some of the jobs of those leaders.
Student can identify some school leaders, community leaders and some
community group leaders
Student can describe some of the jobs of those leaders.
Student may/may not be able to identify leaders in the school,
community or community groups.
Student many/may be able identify jobs of those leaders.
Student is unable to identify leaders or their jobs.
29
Topic 2
What is a Community?




IN 2.1 – What is a community?
PA 2.1 – Leaders in my community
PA 2.2 – Resolving Differences
PA 2.3 – Rights and Responsibilities
30
Social 2 Unit Plan
Teachers
Dana Adams
Subject
Grade Unit /Theme
Social
2
What is a Community
Studies
Big Ideas/Key Questions/Essential Understandings
IN 2.1
PA 2.1
PA 2.2
PA 2.3
Outcomes
Concepts/Knowledge
(nouns)
I can statements reflect
the content.
Pre-Assessment Plan
Date
Year Long
Timeline
Skills (verbs)









Record (write, draw)
Identify (tell, list, show, state)
Compare (alike and different)
Create
Compile (list)
Describe (tell)
Relate (connect)
Define
Investigate (explore)
Formative Assessment
Plan
Summative Assessment
Plan
How will my students
show me what they
know?
Instructional Strategies/Activities
Differentiated Strategies
31
Materials/Resources/FNMI
Reflection
Topic 2 Resources
Living in a Community (Loreburn Books)
Exploring Your School and Neighbourhood
We Learn All About: Community Helpers by Sharon McDonald
Edu-guide: Topic A – My Community in the Past, Present and Future
32
Social Studies Response
It’s My Turn!!
Date: ___________________
Name: ____________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
33
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________________
34
Social Studies Response
It’s My Turn!!
Response Rubric
5
Insightful understanding:
- Makes strong connections to the themselves that includes elaborations on those
connections
- Three or more key ideas communicated
4
Strong understanding:
- Strong connection to themselves that includes an explanation for the connections
- At least two key ideas communicated
3
Adequate understanding:
- Personal connections are there but they have limited explanation for connections
- At least two key ideas communicated
2
Limited understanding:
- Weak connection and some explanation for the connection
- One key idea is expressed
1
Inadequate understanding:
- Response does not show understanding of the topic
Comments/Notes:
35
Social Studies Journal
Date: ___________________
Name: ____________________________
Today, in Social class I ______________________________________________________________
_____________________________________________________________________________________
Three things I learned today were ___________________________________________________
 ______________________________________________________________________________
_____________________________________________________________________________________
 ______________________________________________________________________________
_____________________________________________________________________________________
 ______________________________________________________________________________
____________________________________________________________________________________
One thing I still do not know is ______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
36
Topic 3
Exploring My Community
 DR 2.1 – Where do I live? Locating my
Community
 DR 2.2 – The Land Around My Community
 RW 2.1 – Needs and Wants
 RW 2.2 – Worldviews and the Environment
37
Social 2 Unit Plan
Teachers
Subject
Grade Unit /Theme
Social
2
Exploring My
Studies
Community
Big Ideas/Key Questions/Essential Understandings
DR 2.1
DR 2.2
RW 2.1
RW 2.2
Outcomes
Concepts/Knowledge
(nouns)
I can statements reflect
the content.
Pre-Assessment Plan
Date
Year Long
Timeline
Skills (verbs)









Record (write, draw)
Identify (tell, list, show, state)
Compare (alike and different)
Create
Compile (list)
Describe (tell)
Relate (connect)
Define
Investigate (explore)
Formative Assessment
Plan
Summative Assessment
Plan
How will my students
show me what they
know?
Instructional Strategies/Activities
Differentiated Strategies
38
Materials/Resources/FNMI
Reflection
Topic 3 Resources
Living in a Community (Loreburn Books)
Edu-guide: Topic A – My Community in the Past, Present and Future
Mapping the Town Game
Our Communities – Maps of Elbow, Loreburn, Strongfield and the RM of Loreburn
Consumer Unit Plan:
39
Topic 4
The History of My
Community
 DR 2.4 - Treaties
 DR 2.1 – The History of My Community
40
Social 2 Unit Plan
Teachers
Subject
Grade Unit /Theme
Social
2
The History of My
Studies
Community
Big Ideas/Key Questions/Essential Understandings
Date
Year Long
Timeline
The Grade 2 Social Studies curriculum focuses on the study of Community. In this
particular unit, students will study the history of their community.
Add about treaties here
How do events in the past help make my community what it is today?
What did people living in my community in the past do that helps to make my
community the way it is today?
What are some of the stories of my community in the past?
Outcomes
DR 2.4 Add here
DR2.1 Investigate stories of significant events and persons in the local community’s
history to describe the contribution of those who lived in the community in earlier times.
Concepts/Knowledge
(nouns)
I can statements reflect
the content.
Pre-Assessment Plan
Skills (verbs)









Record (write, draw)
Identify (tell, list, show, state)
Compare (alike and different)
Create
Compile (list)
Describe (tell)
Relate (connect)
Define
Investigate (explore)
Formative Assessment
Plan
Summative Assessment
Plan
How will my students
show me what they
know?
Instructional Strategies/Activities
41
Differentiated Strategies
Exit Slips – vary the number of prompts
Journal – writing, conference option (scribing)
Materials/Resources/FNMI
Reflection
Topic 4 Resources
Edu-guide: Topic A – My Community in the Past, Present and Future
Our Communities – Maps of Elbow, Loreburn, Strongfield and the RM of Loreburn
Consumer Unit Plan:
42
SOCIAL 2:
The History of My Community
Outcome DR2.1 Investigate stories of significant events and persons in the local
community’s history to describe the contribution of those who lived in the community in
earlier times.
a. I can explore stories that describe my community* in the past. (community refers to
the town where our school is located plus the surrounding areas)
b. I can show that events from the past help shape my community today.
c. I can show that different people in my community helped make my community.
d. I can show how my community has changed over time.
e. I can research the history of my community.
Learning Activities
Indicator
Lesson Activity (Learning Activity)
Introduction:
Review what is meant by the word “community”
mean? What does the word “history” mean? Past
versus present.
Making connections to what they already know.
Lesson One: What is “the past”
Students’ pasts, parents, grandparents, greatparents …
- Timelines?? Important events in their past:
birth, moved
- Comparing parents now and then – school,
houses, toys, born, grandparents
- SmartBoard sort
Visual representation of time – now, when they
were born, parents born, grand-parents born,
when Kenaston became a town, when
Saskatchewan became a province (1905)
- Smartboard/poster timeline to add events
as they are discovered
Make a plan for learning more about the past
- Q-dice
- History books
How can we learn more about the past
Research (past) – reading of scripts, audio of
information, etc. stations-based approach
Assessment (f/s)
SelfReflectio
n
  
Formative
- class discussion
Formative
- personal timeline
- “interview” with
parents
- discussion
Formative
43
(graphic organizer), Smartboard lesson, picture
comparisons then and now
Community Walk – street names and changes
(e.g. abandoned buildings, new construction,
etc.)
Guest Speaker(s)
44
Topic 5
Belonging to a Community
 IN 2.2 – Cultural Traditions
 RW 2.1 – Needs and Wants (e.g. clubs,
groups)
 RW 2.3 – Making a Change
45
Social 2 Unit Plan
Teachers
Subject
Grade Unit /Theme
Social
2
Belonging to a
Studies
Community
Big Ideas/Key Questions/Essential Understandings
Date
Year Long
Timeline
Outcomes
Concepts/Knowledge
(nouns)
I can statements reflect
the content.
Pre-Assessment Plan
Skills (verbs)









Record (write, draw)
Identify (tell, list, show, state)
Compare (alike and different)
Create
Compile (list)
Describe (tell)
Relate (connect)
Define
Investigate (explore)
Formative Assessment
Plan
Summative Assessment
Plan
How will my students
show me what they
know?
Instructional Strategies/Activities
Differentiated Strategies
46
Materials/Resources/FNMI
Reflection
Topic 5 Resources
Edu-guide: Topic C – Special Communities
Consumer Unit Plan:
47