Big Ideas
Performance Indicators
Unit 1:
Neighborhoods
and
Communities
2.SS.1a Create a Pocket Chart Foldable entitled
“Family, School, Neighbors” (Unit 1.1, p.1) to explain
the different groups a person belongs to (e.g. family,
community, neighborhood) and how these roles or
groups have changed or stayed the same
(2.SS.1.1.1, 2.LA.2.1.2, 2.LA.2.1.3,
2.LA.3.2.1, 2.LA.4.1.2)
2.SS.2a Produce a map (e.g. classroom map,
landform map, city or state map) that contains at
least 2 map symbols (e.g. key, legend, scale, compass
rose) which represent a real object or place
(2.SS.2.1.3, 2.SS.2.1.2, 2.SS.2.1.1,
2.LA.6.3.2, 2.LA.1.8.3, 2.LA.2.1.3,
2.LA.6.2.5, 2.LA.1.2.3)
2.SS.2b Draw a travel plan on a map that crosses
country or state lines, illustrates state borders,
landforms (e.g. mountains, deserts, valley, plain,
island, hill, peninsula), bodies of water (e.g. lake,
river, ocean, stream), and human made features (e.g.
cities, dams, roads) encountered on the trip and
write a description of the route traveled
(2.SS.2.1.1, 2.SS.2.1.4, 2.LA.1.2.3,
2.LA.1.8.3, 2.LA.2.1.3, 2.LA.6.2.5,
2.LA.6.3.2)
2.SS.5b Compose a newspaper article that
identifies important American customs, symbols, and
celebrations (e.g. holidays, state symbols, flags,
government, etc.) and use a graphic organizer to
compare/contrast these to traditions practiced in
other parts of the world (2.SS.4.2.1, 2.SS.5.1.2,
2.LA.1.8.3, 2.LA.4.2.1, 2.LA.4.2.2)
Unit 2: Map
Skills
Unit 3:
Symbols and
Customs
Scott Foresman
Macmillan/McGraw-Hill
Timeframes
Unit 1.1, Iris and Walter, p.12l41b
Unit 1.1, p.1G-11
Unit 1.2, p. 14-17
Unit 1.3, p.22-25
Unit 1.5, p. 34-35
August –
September
1 week
Unit 1.4, A Walk in the Desert,
p.96l-127b
Unit 2.3, p.18-25
MidSeptember
1-2 weeks
Unit 2.5, A Turkey for
Thanksgiving, p.282l-311b
Unit 3.2, p.10-15
OctoberNovember
1-2 weeks
Unit 4:
Economics
Unit 4:
Economics
2.SS.4a Create captioned pictures that compare
and contrast needs (e.g. shelter, food, clothes) and
wants (e.g. toys, games), explain how people depend
on their environment to meet basic needs, and
identify how natural resources (e.g. water, soil,
rocks, coal, oil, trees) affect the economic activities
of producers and consumers (e.g. needs, wants,
goods, services) (2.SS.2.2.2, 2.SS.3.1.1,
2.SS.3.2.1, 2.LA.1.8.3, 2.LA.2.1.3,
2.LA.4.1.2, 2.LA.4.2.1, 2.LA.4.2.2)
2.SS.4c Create a flow chart that shows the
definitions, connections, and differences between
goods (things grown or made to sell), services
(helpful acts), producers (make or grow goods), and
consumers (buy or use goods and services)
(2.SS.3.1.3, 2.SS.3.1.4, 2.LA.1.8.3,
2.LA.2.1.3, 2.LA.4.2.2)
2.SS.4a Create captioned pictures that compare
and contrast needs (e.g. shelter, food, clothes) and
wants (e.g. toys, games), explain how people depend
on their environment to meet basic needs, and
identify how natural resources (e.g. water, soil,
rocks, coal, oil, trees) affect the economic activities
of producers and consumers (e.g. needs, wants,
goods, services) (2.SS.2.2.2, 2.SS.3.1.1,
2.SS.3.2.1, 2.LA.1.8.3, 2.LA.2.1.3,
2.LA.4.1.2, 2.LA.4.2.1, 2.LA.4.2.2)
2.SS.4b Define income (money obtained from work)
and identify ways to earn and save money using the
Four-Pocket Foldable entitled “All About Work”
(Unit 4.1, p.1) (2.SS.3.1.2, 2.LA.1.8.3,
2.LA.2.1.3, 2.LA.4.2.2)
2.SS.4c Create a flow chart that shows the
definitions, connections, and differences between
goods (things grown or made to sell), services
(helpful acts), producers (make or grow goods), and
Unit 3.1, Pearl and Wagner,
p.316l-343b
Unit 4.1, p.10-11
November
1-2 weeks
Unit 3.4, Rosa and Blanca, p.402l425b
Unit 4.1, p.1E-1F Leveled Reader
Unit 4.2, p.14-19
Unit 4.3, p.22-27
Unit 4.4, p.30-38
December
1-2 weeks
Unit 4:
Economics
Unit 1:
Neighborhoods
and
Communities
consumers (buy or use goods and services)
(2.SS.3.1.3, 2.SS.3.1.4, 2.LA.1.8.3,
2.LA.2.1.3, 2.LA.4.2.2)
2.SS.4a Create captioned pictures that compare
and contrast needs (e.g. shelter, food, clothes) and
wants (e.g. toys, games), explain how people depend
on their environment to meet basic needs, and
identify how natural resources (e.g. water, soil,
rocks, coal, oil, trees) affect the economic activities
of producers and consumers (e.g. needs, wants,
goods, services) (2.SS.2.2.2, 2.SS.3.1.1,
2.SS.3.2.1, 2.LA.1.8.3, 2.LA.2.1.3,
2.LA.4.1.2, 2.LA.4.2.1, 2.LA.4.2.2)
2.SS.4c Create a flow chart that shows the
definitions, connections, and differences between
goods (things grown or made to sell), services
(helpful acts), producers (make or grow goods), and
consumers (buy or use goods and services)
(2.SS.3.1.3, 2.SS.3.1.4, 2.LA.1.8.3,
2.LA.2.1.3, 2.LA.4.2.2
2.SS.4a Create captioned pictures that compare
and contrast needs (e.g. shelter, food, clothes) and
wants (e.g. toys, games), explain how people depend
on their environment to meet basic needs, and
identify how natural resources (e.g. water, soil,
rocks, coal, oil, trees) affect the economic activities
of producers and consumers (e.g. needs, wants,
goods, services) (2.SS.2.2.2, 2.SS.3.1.1,
2.SS.3.2.1, 2.LA.1.8.3, 2.LA.2.1.3,
2.LA.4.1.2, 2.LA.4.2.1, 2.LA.4.2.2)
2.SS.4b Define income (money obtained from work)
and identify ways to earn and save money using the
Four-Pocket Foldable entitled “All About Work”
(Unit 4.1, p.1) (2.SS.3.1.2, 2.LA.1.8.3,
2.LA.2.1.3, 2.LA.4.2.2)
2.SS.4c Create a flow chart that shows the
Unit 3.5, A Weed is a Flower,
p.426l-459b
Unit 2.1, p.1C-1D Leveled Reader
Unit 2.5, p.34-35
Unit 2.6, p.40-46
Unit 4.1, p.1C-1D Leveled Reader
Unit 4.2, p.14-19
Unit 4.3, p.22-27
Unit 4.4, p.30-38
Mid-December
1-2 weeks
Unit 4.1, The Quilt Story, p.12l41b
Unit 3.1, p.1C-1F Leveled
Readers
Unit 3.1, p.1G-9
Unit 3.4, p.26-27
January
1 week
Unit 1:
Neighborhoods
and
Communities
Unit 1:
Neighborhoods
and
Communities
Unit 1:
Neighborhoods
and
Communities
Unit 5: Rules
definitions, connections, and differences between
goods (things grown or made to sell), services
(helpful acts), producers (make or grow goods), and
consumers (buy or use goods and services)
(2.SS.3.1.3, 2.SS.3.1.4, 2.LA.1.8.3,
2.LA.2.1.3, 2.LA.4.2.2)
2.SS.1a Create a Pocket Chart Foldable entitled
“Family, School, Neighbors” (Unit 1.1, p.1) to explain
the different groups a person belongs to (e.g. family,
community, neighborhood) and how these roles or
groups have changed or stayed the same
(2.SS.1.1.1, 2.LA.2.1.2, 2.LA.2.1.3,
2.LA.3.2.1, 2.LA.4.1.2)
2.SS.1b Compare the living styles and clothing in
different parts of the country using a
compare/contrast graphic organizer, base these
comparisons on environmental factors like weather,
climate, and geography, and write a summary
paragraph explaining the findings (2.SS.2.2.1,
2.LA.2.1.3, 2.LA.3.1.3, 2.LA.3.2.1,
2.LA.4.2.2, 2.LA.5.3.2)
2.SS.1c Create a written list of the characteristics
of a good citizen (e.g. cooperation, honesty, helping
others, law abiding, improve community, leadership,
voting) and describe characteristics of good
citizenship demonstrated by a historic and/or
contemporary person like artists, scientists,
patriots, or explorers using a summary paragraph
(2.SS.4.3.1, 2.SS.4.3.2, 2.LA.2.1.3,
2.LA.6.3.2)
2.SS.3a Create a poster that shows why rules are
necessary (e.g. safety, honesty, cooperation, good
citizenship), discusses the benefits (e.g. safety,
honesty, cooperation, etc.) for following the rules,
and identifies consequences for breaking the rules
at home and school (2.SS.4.1.1, 2.SS.4.1.2,
Unit 4.4, I Like Where I Am,
p.96l-123b
Unit 3.1, p.1C-1F Leveled
Readers
Unit 3.1, p.1G-9
Unit 3.4, p.26-27
JanuaryFebruary
1-2 weeks
Unit 4.5, Helen Keller and the Big
Storm, p.124l-149b
Unit 2.1, p.1E-1F Leveled Reader
Unit 2.4, p.28-31
February
1-2 weeks
Unit 5.1, Firefighter!, p.154l-179b
Unit 4.2, p.14-19
Mid-February
1-2 weeks
Unit 5.3, Bad Dog, Dodger, p.208l233b
Unit 1.1, p.6-9
FebruaryMarch
1-2 weeks
Unit 5: Rules
Unit 3:
Customs and
Symbols
Unit 3:
Customs and
Symbols
2.LA.2.1.2, 2.LA.4.2.2, 2.LA.4.4.1)
2.SS.3b Construct a summary graphic organizer
that identifies people or groups that make, apply,
and enforce rules (e.g. teachers, principal, parents,
grandparents, aunts, uncles, government officials) at
home and school and includes examples of rules
found at home and school (2.SS.4.1.3, 2.LA.1.8.3)
2.SS.3a Create a poster that shows why rules are
necessary (e.g. safety, honesty, cooperation, good
citizenship), discusses the benefits (e.g. safety,
honesty, cooperation, etc.) for following the rules,
and identifies consequences for breaking the rules
at home and school (2.SS.4.1.1, 2.SS.4.1.2,
2.LA.2.1.2, 2.LA.4.2.2, 2.LA.4.4.1)
2.SS.3b Construct a summary graphic organizer
that identifies people or groups that make, apply,
and enforce rules (e.g. teachers, principal, parents,
grandparents, aunts, uncles, government officials) at
home and school and includes examples of rules
found at home and school (2.SS.4.1.3, 2.LA.1.8.3)
2.SS.5b Compose a newspaper article that
identifies important American customs, symbols, and
celebrations (e.g. holidays, state symbols, flags,
government, etc.) and use a graphic organizer to
compare/contrast these to traditions practiced in
other parts of the world (2.SS.4.2.1, 2.SS.5.1.2,
2.LA.1.8.3, 2.LA.4.2.1, 2.LA.4.2.2)
2.SS.5b Compose a newspaper article that
identifies important American customs, symbols, and
celebrations (e.g. holidays, state symbols, flags,
government, etc.) and use a graphic organizer to
compare/contrast these to traditions practiced in
other parts of the world (2.SS.4.2.1, 2.SS.5.1.2,
2.LA.1.8.3, 2.LA.4.2.1, 2.LA.4.2.2)
Unit 5.5, The Signmaker’s
Assistant, p.264l-291b
Unit 1.1, p.6-9
Unit 1.2, p.16-17
Unit 5.2, p.12-17
Unit 5.4, p26-27
Unit 5.5, p.34-35
Mid-March
1-2 weeks
Unit 6.2, Red, White, and Blue,
p.322l-349b
Unit 3.1, p.1E-1F Leveled Reader
Unit 3.3, p.20-23
Unit 3.5, p.30-33
Unit 5.1, p.1C-1F Leveled
Readers
Unit 5.1, p.1-7
Unit 5.3, p.20-23
Unit 1.1, p.1E-1F Leveled Reader
Unit 3.2, p.10-15
Unit 3.4, p.26-27
April
1-2 weeks
Unit 6.5, Jingle Dancer, p.408l433b
Mid-May
1-2 weeks