DPS Unit Map 2nd Grade SS Unit 4: Patterns (Humans and the Environment)
9 Weeks
Stage 1: Examine and Unpack Standards
These unpacked standards are expected in every Durham Public Schools classroom.
UNIT STANDARDS
Social Studies
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.
ELA/Literacy
RI.2.3 - Describe the connection between a
series of historical events, scientific ideas
or concepts, or steps in technical
procedures in a text.
RI.2.6 - Identify the main purpose of a text,
including what the author wants to
answer, explain, or describe.
W.2.2 – Write informative/explanatory
texts in which they introduce a topic, use
facts and definitions to develop points,
and provide a concluding statement or
section.
Curriculum, Instruction and Assessment
Transfer
Students will be able to independently use their learning to…
 Understand how physical and human geography can inform responsible interactions with environment.
Making Meaning
UNDERSTANDINGS
Students will understand that…
1. Maps and globes are geographic representations
that can be used to understand spatial
organization and location.
2. People depend on the physical environment and
use natural resources to meet basic needs.
3. The environment may be transformed through
the actions of human beings.
ESSENTIAL QUESTIONS
1. How might maps and globes be used to understand
spatial organization and location?
2. Why do people depend on the physical environment to
meet basic needs?
3. How do people use natural resources to meet basic
needs?
4. How is the environment transformed through the
actions of human beings?
Acquisition
KNOWLEDGE
SKILLS
Students will know…
Students will be able to…
1. How to use elements such as title, compass
1. Understand how physical and human geography can
rose, legend/key, and author to interpret maps
inform responsible interactions with environment.
and globes.
2. Read a map using its symbols to find locations of
2. How to interpret symbols or find locations on a
physical and human features.
map.
3. Create a map using symbols, legends, and cardinal
3. Human features versus physical features.
directions that provides individuals with directions to a
4. The various ways in which people use the
particular location within the classroom, school, or
environment to meet their needs.
community.
5. How natural resources have been manipulated
4. Describe the connection between a series of historical
by humans: rivers and canals and irrigation
events, scientific ideas or concepts, or steps in technical
systems, cultivation process, and fertilizing land.
procedures in a text.
5. Identify the main purpose of a text, including what the
author wants to answer, explain, or describe.
6. Write informative/explanatory texts in which they
introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
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DPS Unit Map 2nd Grade SS Unit 4: Patterns (Humans and the Environment)
9 Weeks
Key Vocabulary
Tier 3 Vocabulary Words
Maps, globes, legends, keys, symbols, cardinal directions, compass rose,
Tier 2 Vocabulary Words
Recycle, litter, conserve, pollute, ecosystem
Stage 2: Calibrate Rigor and Design Assessment
These assessments are expected in every DPS classroom.
Evaluative Criteria for Assessment District Provided Assessment Tasks
Scoring Performance Task
Score
1
2
3
Social Studies Content
(2.G.2.1, 2.G.2.2 and possibly other standards)
Natural resources and conservation poster does not
demonstrate ways people can use natural resources to
positively impact the environment.
Natural resources and conservation poster moderately
demonstrates ways people can use natural resources to
positively impact the environment.
Natural resources and conservation poster accurately
demonstrates ways people can use natural resources to
positively impact the environment.
After reading Earth's Natural Resources by Raquel Martin (www.pearsonsuccessnet.com)
or another text that deals with natural resources, conservation, and recycling, students
will create a Natural Resources and Conservation Poster to teach others about natural
resources and encourage them to conserve energy. Posters should include images and a
summary. The summary should describe the connection between natural resources and
conservation, how people positively and negatively affect the environment, and the main
purpose of the text, which includes what the author wants to explain. Students should
draw pictures, which show the different natural resources that we rely on to live (air,
water, sunlight) and ways to conserve energy (driving fuel-efficient cars, turning lights off
when leaving a room, planting trees along river banks, taking bags to the grocery store).
Other Evidence – Embedded Stage 3 Learning Events
Teacher designed
Teacher designed
RACER Rubric
PLC designed
Curriculum, Instruction and Assessment
Minute by Minute Assessments
Speech, Debate or Socratic Seminar
Text-Dependent Constructed Response Questions
PLC-Created Text or Concept Specific Common Formative Assessments
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DPS Unit Map 2nd Grade SS Unit 4: Patterns (Humans and the Environment)
9 Weeks
Stage 3: Plan and Deliver Instruction
This instructional pacing and sequencing represents one best practice option.
Professional Resources
Instructional Resources
Informational texts can be found at pearsonsuccessnet.com
Harcourt Social Studies Consumables
Teachers to Watch:
1
# of Days
20
2
20
3
5
Summary of Key Learning Events, Opportunities, and Instruction
Focus of Lesson
Standard(s)
Support
Interpreting and creating maps
2.G.1.1,
2.G.1.2
Interactions between humans and the environment
2.G.2.1,
2.G.2.2
Review and assessment
All
Complete Performance Task listed above
Curriculum, Instruction and Assessment
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