Catawba County Schools – Social Studies
Grade: 2
Unit 2: Explorations
Micro Concepts: Explorations, Discovery
Essential Standards
History :
Geography and Environmental Literacy:
2.G.1.1 Interpret maps of the school and community that contain symbols, legends and cardinal directions.
2.G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans,
etc.).
2.G.2.1 Give examples of ways in which people depend on the physical environment and natural resources to meet basic needs.
2.G.2.2 Explain how people positively and negatively affect the environment.
Economics and Financial Literacy:
Civics and Government:
Culture:
2.C.1.3 Exemplify respect and appropriate social skills needed for working with diverse groups.
Essential Questions
What is exploration? How does exploration help people adapt to, change, or protect their environment to meet their needs?
What past explorations (discoveries) are important to us? Why?
Why is exploration (research/discovery) still so important for us today?
Understandings: Students will understand that… (Unpacking Document)
The student will understand:
 How to use map elements, such as title, compass rose, legend/key, date and author to interpret a map. Why we use geographic tools such as maps,
legends, keys, symbols, cardinal directions, and compass rose, etc.
 The purpose and use of a variety of maps and atlases.
 Use map symbols to represent streets, roads, buildings, etc.
 How to interpret symbols such as a character, letter, or similar graphic representation used on a map. How to find the location of physical features (e.g.,
continents, oceans, etc.) and human features (e.g., cities, railroads, highways, etc.) on a map.
 How to interpret map symbols to find locations of physical and human features on map. Human features versus physical features.
 Respect for diverse groups may be influenced by individual ethnic and cultural differences.
 People depend on the physical environment and use natural resources such as vegetation, animal life, landforms and bodies of water, etc. to meet basic
needs. Physical environment shapes the way people live. People settle in certain areas depending on the physical environment and availability of natural
resources.
2011
Page 1
Catawba County Schools – Social Studies





The definition of natural resources. For example: tree, rainwater, air, etc.
The various ways in which people use the environment to meet their needs.
Changing the physical environment may affect the environment. Interactions of human beings and their physical environment impact the uses of land
and ecosystem changes. People may affect the environment in positive ways.
For example: recycling, conserving water, etc. People may affect the environment in negative ways.
For example: polluting lakes, streams, etc.
People have different cultural values and traditions.
The meaning of respect. How to interact and communicate with others.
Learning Targets “I Can” (Students will be skilled at…)
I can interpret a map.
I can locate human features on a map.
I can locate physical features on a map.
I can use cardinal directions to locate places on a map.
I can create a map using appropriate symbols.
I can identify changes in the environment.
I can compare and contrast cultures.
Literary Texts
So you want to be an Inventor, Judith St. George
The Treasure, Uri Shulevitz
Thunder Cake, Patricia Polacco
Caps for Sale, EsphyrSlobodkina
Dancing with the Indians, Angela Shelf Medearis
Ghost Town at Sundown, Mary Pope Osborne
Henry and Mudge: the first book of their adventures, Cynthia Rylant
Henry’s Freedom Box (Ellen Levine)
Suggested Scott Foresman Stories:
Iris and Walter , Unit 1
Henry &Mudge Starry Night, Unit 1
The Strongest One (Bruchac), Unit 1
One Dark Night, Unit 5
2011
Criteria for Success “ I Will” (Students will know…)
I will use geographic tools such as maps, legends, keys, symbols, cardinal
directions, and compass rose.
I will use symbols: characters, letters and features to locate human and
physical features.
I will use a compass to follow cardinal directions.
I will use symbols to represent streets, roads, and buildings.
I will explore ways people cause change in the environment.
I will read about a variety of cultures.
I will explore the similarities and differences in those cultures.
Informational Texts
Bridges are to cross, Philemon Sturges
Toys!: Amazing stories behind some great inventions, Don Wulffson
Women Inventors: Jean Blashfield
Starry messenger: a book depicting the life of a famous scientist,
mathematician, astronomer, philosopher, physicist, Galileo Galilei, Peter Sis
Leonardo, beautiful dreamer, Robert Byrd
Ruby Bridges Goes to School: My True Story (Ruby Bridges)
The Story of Ruby Bridges (Robert Coles and George Ford)
Suggested Scott ForesmanInformational Texts:
Exploring Space With An Astronaut, Unit 1
A Walk in the Desert, Unit 1
Page 2
Catawba County Schools – Social Studies
Scott Foresman Leveled Readers
Title
A Cowboy’s Life
Cowboys
Cascarones are Fun
A Child’s Life in Korea
Down on the Ranch
Scott Foresman Leveled Readers
Grade
2
2
2
Level
L
C
J
3
2
M
G
Title
Birthdays Around the
World
Kiko’s Kimono
School Days in Japan
Grade
2
Level
L
3
3
D
M
Vocabulary/Terminology:
exploration: the act of traveling for the purpose of research and discovery
research: to study, to collect information
investigate: to study by close examination
resource: a new or reserved source of supply or support
natural resource: materials from nature such as wood and stone that people can use
Opportunities for Student Writing:
 Create a map of your local community using technology if you are unable to take a walking field trip. After creating a map, create a set of written
directions using key terms such as cardinal directions to travel from the school or home to one of the local landmarks on your map.
 Write an advertisement explaining why people should move to a specific location, highlighting the natural resources available in that area.
 Explore a culture different from your own and write an informational piece about that culture.
Sample Activities :
 Compare and contrast two human map features and physical map features, cultures, or discoveries using Venn Diagrams or Double Bubble Maps
 Create a classroom artifact museum following a field trip or digital field trip highlighting physical and human features in your area ex. Business cards,
brochures, digital photos, products,….
 Create a diorama about an invention or explorer that has impacted our lives.
 Generate a list of questions to interview a family member to discover why your family lives where they do: natural resources, job, family land,... Discuss
the various reasons, compare and contrast the data,…
 View clips from Discovery Learning about explorers
 Brainpop Jr. (Social Studies)
2011
Page 3
Catawba County Schools – Social Studies
Technology:
 Create and share a power point about an inventor.
 Use to research
 Create posters with Glogster
 Create timelines
Community Connection/ Field Trip/ Guest Speaker:
 ScienceCenter
 Cartographer
Web Resources:
 NC Wise Owl
 Glogster
 Google Earth
 Wordle
 Research discoveries and explorations
 Learn NC
 www.socialstudiesforkids.com (links to other websites and other resources)
 www.americaslibrary.gov/index.html
 http://www.nationalgeographic.com/xpeditions/lessons/08/g68/exploreactivities.pdf- Explorers for All Seasons ideas
Assessments:





2011
Teacher created Rubrics (writing and technology projects, teacher created projects)
Class participation and discussions
Group projects
Writing projects
Teacher observation
Page 4