Name: Michelle Hilbert
Title: Environmental History
Grade Level: 2nd
SUMMARY OF THE UNIT
This unit was developed for second grade students. Depending on the amount of
time you have for Social Studies, this lesson can be taught in five days and can
easily be extended to more if necessary. Students will explore geography through
this lesson by locating their county, city, state, and nation on maps and globes as well
as identifying major geographic characteristics of their communities. They will
strengthen their geographical vocabulary and will have an opportunity to create an
interactive map of their community. Students will also begin thinking about how
their actions affect their environments.
Teachers can view the summary of the lesson below; however, detailed lesson plans
are also included on the Richmond Community Schools (RCS) Teaching American
History (TAH) website. Individual worksheets, assessments, assessment tools,
videos, PowerPoints, and an annotated bibliography of resources used in this unit are
also included on the RCS TAH website. The address is below.
http://werrichmond.com/tah
I hope you find this unit user friendly and enjoyable. If you have any questions,
concerns, find any mistakes, or would like to give me feedback please contact me at
the following email address.
michelleh@rcs.k12.in.us
SUGGESTED RESOURCES
(These resources can be found with more detail in the annotated bibliography.
Here, they appear in order of how they are used throughout the unit.)
http://pamsinstructionaltraining.wikispaces.com/file/view/Chalkboard+Splash+Model.pdf
My World By Ira Wolfman
pg. 1 Hilbert
The Earth and I By Frank Asch
The Big Indiana Reproducible Activity Book By Carole Marsh
http://www.superteacherworksheets.com/maps.html
http://www.readingquest.org/strat/321.html
http://www.ascd.org/publications/books/111037/chapters/TPT_Hold-Ups.aspx
http://www.facinghistory.org/resources/strategies/graffiti-boards
http://nrhs.nred.org/www/nred_nrhs/site/hosting/Literacy%20Website/Literacy
%20Strategy%20Templates/Quick_Write__description.pdf
Marvelous Map Activities for Young Learners by Minnie Ashcraft
http://youtu.be/gRYSSNq5GSc
http://www.superteacherworksheets.com/maps/mapskills-castle_WMZNQ.pdf
http://www.teachervision.fen.com/tv/printables/orange/ss-3.pdf
http://www.readingquest.org/strat/tps.html
MATERIALS NEEDED
Globes and Maps
Yellow –orange-brown colored sand (kitty litter as a substitute)
Plastic dishpans for mini sandboxes OR sandtable OR inflatable wading pool
Drop cloth or gardening plastic
Items to represent utilities, homes, schools, other buildings and objects in a
community, examples may be yarn, straws, pipe cleaners, markers, different
colored dots, paper clips, erasers, rocks, etc.
Post – It Notes
Geography Check List (attached to lesson plan and found on website)
3-2-1 Form (website)
Geography Scramble Sheet (attached to lesson plan and found on website)
Smartboard
Smartboard Exchange
Hold Ups / Response Cards
Large paper for Graffiti Wall or another object such as whiteboard, chalkboard
Ipad and applications Teacher Picks and Stack the States
Construction Paper
Scissors
Glue
pg. 2 Hilbert
VOCABULARY
Geography
State
West
Neighborhood
Country
Mountain
Locations
Landmarks
Continent
Symbol
Hill
Island
Map
Legend
Lake
Globe
Boundary Line
River
Compass Rose
North
Ocean
Compass
South
Map Key
East
pg. 3 Hilbert
STAGE 1 – Identify desired results
Competencies/Standards
Reading Standards for Informational Text K–5
5 Know and use various text features (e.g., captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons) to locate key facts or information in a
text efficiently.
Reading Standards: Foundational Skills (K–5)
Writing Standards K–5
2 Write informative/explanatory texts in which they introduce a topic, use facts
and definitions to develop points, and provide a concluding statement or section.
5. With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
6. With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers.
8. Recall information from experiences or gather information from provided
sources to answer a question.
Speaking and Listening Standards K–5
1. Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks
of others.
c. Ask for clarification and further explanation as needed about the topics and
texts under discussion.
2. Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
pg. 4 Hilbert
3. Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic
or issue.
4. Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
5. Create audio recordings of stories or poems; add drawings or other visual
displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings.
6. Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification.
Language Standards K–5
1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular plural nouns (e.g., feet, children,
teeth, mice, fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat,
hid, told).
e. Use adjectives and adverbs, and choose between them depending on what is to
be modified.
f. Produce, expand, and rearrange complete simple and compound sentences (e.g.,
The boy watched the movie; The little boy watched the movie; The action movie
was watched by the little boy).
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize holidays, product names, and geographic names.
b. Use commas in greetings and closings of letters.
c. Use an apostrophe to form contractions and frequently occurring possessives.
d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy
→ boil).
e. Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings.
3. Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
5. Demonstrate understanding of word relationships and nuances in word meanings.
pg. 5 Hilbert
6. Use words and phrases acquired through conversations, reading and being read
to, and responding to texts, including using adjectives and adverbs to describe
(e.g., When other kids are happy that makes me happy).
Enduring Understandings (“Students will understand THAT…”)
Overarching Enduring Understandings
Students will understand that a person can be in more than one place at
one time.
Students will develop knowledge of the earth to locate people, places,
and environments.
Topical Enduring Understandings
Students will understand how to use globes, maps, and atlases.
Students will understand how to read a map by interacting with
technology.
Students will understand map features with focus on directions, map
keys, colors, and other details.
Students will understand the cardinal directions.
Essential Questions (“How…” “Why…” “To what extent…”)
Overarching Essential Questions
Where are you?
How can a person be in more than one place at one time?
How do you give directions to someone who is lost?
Topical Essential Questions
How do we use globes, maps, and atlases?
Why do we use globes, maps, and atlases?
How would our world be different if we did not have globes, maps, and
atlases?
pg. 6 Hilbert
Enabling Knowledge and Skills (“What skills and conceptual
knowledge must students possess in order to demonstrate
understanding – especially on performance tasks?”)
Students will know
Students will be able
Students will know how to read a map.
Students will be able to use cardinal directions on a map.
pg. 7 Hilbert
STAGE 2 – Determine acceptable evidence
Overview of assessment evidence
Briefly describe the types of assessment activities you will use throughout this unit
to ensure students are gaining the enabling conceptual knowledge and skills they need
so that ultimately they can demonstrate understanding through the major
performance task.
TYPE OF
EVIDENCE
Primary
performance task
Written prompts/
journals
Small projects/skill
demonstrations/
supporting
performances
Student selfassessments
pg. 8 Hilbert
DESCRIPTION OF THE
ASSESSMENT ACTIVITY
WHICH
FACET OF
UNDERSTANDING IS
EMPHASIZED?
1. Use of globes, maps, and atlases
2. Sand Table Mapping
Application,
interpretation,
perspective
1. How to Read a Map PowerPoint
Quiz Quick Write
2. 3-2-1
3. Newsletter to Families
Explanation,
interpretation,
perspective, selfknowledge
1. A Quilt of Many Counties
2. United State of America Map
3. How to Read a Map Smartboard
Exchange Program
4. Use of globes, maps, and atlases
5. Marvelous Map Activities for
Young Learners
Application,
explanation
1. Chalkboard Splash
2. 3-2-1
3. How to Read a Map PowerPoint
Quiz
4. Maps- An Intro for Kids
Interpretation, selfknowledge, explanation
Observing
/conferencing
Quizzes/ tests
Other
pg. 9 Hilbert
1. Graffiti Wall
2. Stories and discussions
1. How to Read a Map PowerPoint
Quiz
2. How to Read a Map Quick Write
3. Royal Castle Floor Plan Activity
4. Sand Table Mapping
5. Newsletter
Interpretation,
explanation,
perspective, empathy,
self-knowledge
Self-knowledge
Perspective
Interpretation
GRASPS details for the primary performance task
Use the GRASP format to provide more detailed information about the primary
performance task through which you will assess students’ growing understanding.
GRASPS
Use of GRASPS in this Unit
Goal
 Provide
a Students will learn map concepts and cardinal directions.
statement of the The goal is for students to understand that they can be in
more than one place at one time.
task.
 Establish the goal,
problem, challenge,
or obstacle in the
task.
Students will work as eager learners to learn new
Role
 Define the role of geographical concepts and participate in activities that
the students in the demonstrate their new knowledge.
task.
 State the job of
the students for
the task.
The teacher, parents, classmates, and other students are
Audience
 Identify
the the audience.
target
audience
within the context
of the scenario.
 Example audiences
might include a
client
or
a
committee.
Students will create a Sand Table Map and a Newsletter to
Situation
 Set the context of demonstrate their knowledge.
the scenario.
 Explain
the
situation.
Product
pg. 10 Hilbert
Students will create a Sand Table Map and a Newsletter to
 Clarify what the demonstrate their knowledge.
students
will
create and why
they will create it.
Standards
and Rubrics will be used to access students. The teacher
resource book 50 Social Studies Strategies for K-8
Criteria
 Provide
students Classrooms Third Edition by Kathyrn M. Obenchain and
with a clear picture Ronald V. Morris will be used in developing a rubric.
of success.
 Identify specific
standards
for
success.
 Issue rubrics to
the students.
pg. 11 Hilbert
STAGE 3 – Design learning activities
Use the WHERETO model to identify the type – but not the sequence – of
instructional activities required to promote the desired results. Following the
WHERETO model is an optional calendar for actually scheduling the sequence of
learning activities. Note that assessment activities (the second “E” and to some
extent the “R” in WHERETO) are embedded throughout the unit.
WHERETO
“W” Ideas
W
How will you ensure that
all students know where
they are headed in the
unit, why they are headed
there, and how they will
be evaluated?
H
How will you hook
students at the beginning
of the unit?
“H” Ideas
“E1” Ideas
E
What events will help
students experience and
explore the big ideas and
questions in the unit? How
will you equip them with
needed skills and
knowledge?
R
How will you cause
students to reflect and
rethink? How will you
guide them in rehearsing,
revising, and refining
their work?
“R” Ideas
Class and partner discussions, think
pair shares, and special strategies to
get students to reflect.
E
How will you help
students to exhibit and
self-evaluate their
growing skills, knowledge,
and understanding
throughout the unit?
“E2” Ideas
Class and partner discussions, think
pair shares, and special strategies to
get students to reflect.
pg. 12 Hilbert
Direct communication, chalkboard splashes,
graffiti walls, 3-2-1 Forms, and rubrics will
be used throughout the unit.
Chalkboard Splash and discussion will take
place during the first day.
Use of technology, hands on activities, and
discussion strategies will help them.
“T” Ideas
T
How will you tailor
instruction to meet
student need in readiness,
learning style, and
interest while remaining
true to the desired
result?
O
How will you organize
learning experiences to
maximize engagement and
understanding and
minimize misconceptions?
“O” Ideas
I will allow plenty of time for
questioning and discussion.
Through the use of different strategies and
teacher observation adjustments to the
lesson will be made as needed.

Sequence of unit learning and assessment activities
Calendar
Monday
Unit Introduction
Tuesday
Wednesday
Thursday
Friday
Graffiti Wall
Maps: An Intro for
Kids Video
Table Sand Map
Table Sand Map
Social Studies
Strategy
Page 175
Social Studies
Strategy
Chalkboard Splash How to Read a Map
By Becky Arnett The Armadillo from
Interactive
Amarillo By Lynne
My World By Ira
Smartboard Lesson
Cherry
Wolfman
The Earth and I
By Frank Asch
My Geography
Words Book
pg. 13 Hilbert
Hold Up Response
Cards Quiz
Scrambled
Geography Words
How to Read a Map
- Quick Write
Geography Word
Cards
My Geography
Words Book
Royal Castle Floor
Plan
Page 175