Post on 22-May-2018
Unit of Study:
Our Environment
Cypress-Fairbanks Independent School District
Integrated Social Studies, Grade 2
Grade 2 – Unit 5 - Week at a Glance
Week INSS Focus Reading Workshop Writing Workshop Revising & Editing
1 Physical Characteristic
of Our Environment
(7A, 7B)
Traditional Literature:
Understanding Lessons in a
Fable, Word Meaning
(multiple meaning, prefixes,
suffixes), Summarizing TL
Folktales, Fairytales, &
Fables:
Adjectives –
students can use
adjectives to
describe their
school or
community
2 How People in a
Community Meet Their
Basic Needs (7C)
Fiction:
Adjectives-Articles
3 Different Types of
Communities : Urban,
Suburban, Rural (7D)
Adverbs-Time
4 Ways People Modify
Their Environment (8A,
8B) Conservation (8C)
Adverbs - Manner
5 Technology Project
(in iXplore)
Literary Nonfiction: Procedural Writing Apostrophes in
Contractions
General Information:
The lessons in this unit are geared toward the 2nd grade TEKS. Teachers are encouraged to
modify these activities as needed and choose resources that best fit their needs. INSS
objectives should be visible. In the Unit Overview, the Bloom’s verbs have been underlined and
critical skills have been color-coded
Vocabulary & current events resources are located in iXplore in INSS Resources.
Lessons should be integrated into the reading/writing workshop schedule during the following
times; poetry, read aloud with accountable talk (20 minutes), independent reading and
writing, group or share time. See the suggested schedule in iXplore.
You can access Journey’s materials through the Think Central website. Some examples of
materials you can use for read a-louds include; the student e-book, leveled readers,
vocabulary readers, decodable readers, and the write-in reader.
Studies Weekly Free Trail – www.estudiesweekly.com – This site has some great resources to use
for integrated social studies. (username: TXteacher, password: demo)
LIBRARY RESOURCES
http://www.cfisd.net/dept2/library/library_el.htm
Check your campus library page for online resources to use for social studies content
lessons and read alouds.
Grade 2 Unit 5 - Draft Dec. 2013
Grade 2 Integrated Social Studies Curriculum Unit 5: Our Environment Unit Length: 5 Weeks
Conceptual Lens: Patterns and Adaptations
Social Studies TEKS: 7(A) describe how weather patterns and seasonal patterns affect activities and settlement patterns
7(B) describe how natural resources and natural hazards affect activities and settlement patterns
7(C) explain how people depend on the physical environment and natural resources to meet basic needs
7(D) identify the characteristics of different communities, including urban, suburban, and rural, and how they
affect activities and settlement patterns
8(A) identify ways in which people have modified the physical environment such a building roads, clearing
land for urban development and agricultural use, and drilling for oil
8(B) identify positive and negative consequences of human modification of the physical environment such as
the use of irrigation to improve crop yields
8(C) identify ways people can conserve and replenish natural resources
18(D) Sequence and categorize information
18(E) Interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and
contrasting
19(A) express ideas orally based on knowledge and experiences
19(B) create written and visual material such as stories, poems, maps, and graphic organizers to express ideas
Unit Overview: Students examine the relationship between the physical environment and human activities. They
consider why people choose to settle in a place and how the geography of a place affects
settlement and activities.
Literature Selections: Teachers may choose a variety of literature for the read aloud selections to develop students’ understanding of
the social studies concepts. See Appendix A for suggested literature selections.
2.3B; 2.5B
Grade 2 Unit 5 - Draft Dec. 2013
How People in a Community Meet Their Basic Needs Overview: Weeks 2 Enduring Understandings/Generalizations Guiding/Essential Questions
The student understands how physical characteristics of places
and regions affect people's activities and settlement patterns.
People settle in areas where they can meet their basic
needs of food, clothing, and shelter.
What does it mean to depend on the environment?
What are the basic needs everyone has to meet?
How does our community help meet our needs?
In what ways do people in your community use natural
resources?
Students will . . .
participate in discussions and express ideas in a written format about the unit’s enduring understandings and guiding questions.
use primary and secondary sources to gain information about a topic
understand key vocabulary terms
explain how people depend on the physical environment and natural resources to meet basic needs
Instructional Resources: Week 2
Teacher Materials Teacher Notes Assessments (%) Technology Horizon’s Textbook
p. 128-133: Using Natural
Resources
p. 140-142
Appendix C – How do
People Meet Their Basic
Needs lesson
Appendix D-Poems
Appendix F-Foldable
Ideas
Appendix C has some ideas
on how to present this lesson.
Read Aloud discussion and
participation
Written Response to guiding
questions
Anchor chart participation
Think Central
Discovery Education:
Grade 2 Unit 5 - Draft Dec. 2013
How People in a Community Meet Their Basic Needs Pacing Guide: Week 2 Monday Tuesday Wednesday Thursday Friday
Vocabulary Read Aloud Read Aloud Current Events Activity
Teachers can use
this day to continue
any lessons from the
previous week.
Teacher can conduct
activities using
suggested vocabulary
words to build
background
knowledge.
Natural Resources
(TBp.99)-things
used by people
provided by
nature from
which people
produce goods
and provide
services. Some
examples of
natural resources
include water,
soil, vegetation,
minerals &metals
and things that
come from
animals. (TBp.128)
Focus: Natural Resources-
overview
Use the Basic Needs
poem from Appendix D
as a read aloud.
During the read aloud,
focus on the guiding
questions from the lesson.
Have students turn and
talk about possible
predictions and answers
to the questions. (%)
Students may also stop
and jot answers to the
guiding questions in their
ISN. (%)
Focus: Natural
Resources-Activity
Write water, air,
trees, soil, and
animals on chart
paper. Make a t-
chart with the
headings Natural
Resources and
How We Use
Them.
Have students
copy this chart in
their ISN.
Use p. 128-133 in
the Horizons
textbook as a
read aloud.
Then have
students
complete the
chart by
describing in their
own words how
people use
water, air, trees,
soil, and animals
to meet their
basic needs. (%)
Focus: Putting it All Together
Have students create a
Venn diagram using
paper or by gluing two
paper plates together.
One side is Cy-Fair or
Houston, Texas and the
other is Charleston, West
Virginia.
Use pp. 140-145 in the
Horizons textbook as a
read aloud or as an
independent reading
activity. During the
reading, point out the
following concepts
about Charleston; type
of land, natural
resources, weather,
natural hazards. They
can sticky notes to mark
or record information.
Have students think about
their own community and
compare and contrast the
two. (%)
Grade 2 Unit 5 Appendix A
Topics Suggested Literature: Consult your campus librarian for related titles that are
available at your campus.
Weather and Season
Patterns
Journeys Main Selections:
Weather Poems, TBp. 246
Super Storms, TBp. 231
Journeys Leveled & Vocabulary Readers:
Chipmunks Do What Chipmunks Do, (fall)
Fall Harvest (fall)
A Snowy Day, (winter)
Lessons About Lightning
Let it Rain
The Wind
What is Wind
Journeys Write-In Reader: Keeping Safe in a Storm, Carol Alexander - p, 74
Natural Resources
Journeys Leveled & Vocabulary Readers:
How We Use Wool (natural resource)
Wool
Communities
Journeys Main Selections:
Journeys Leveled & Vocabulary Readers:
Annie’s Pictures (rural communities)
Foster’s Farm (rural)
Ferdinand Saves the Day (moving from one community to another)
Journeys Write-In Reader: The Big City, John Berry – p. 184
Time For Kids Readers: Building A Better Community, Lisa Trumbauer (she also has
books about other communities)
Town Mouse, Country Mouse, Jan Brett
On the Town: A Community Adventure, Judith Caseley
City, Peggy Pancella
Farm Community, Peggy Pancella
Suburb, Peggy Pancella
Country Kid, City Kid by Julie Cummins
Living in Urban Communities, Kristen Sterling
Living in Rural Communities, Kristin Sterling
Living in Suburban Communities, Kristen Sterling
Community Helpers, Bobbie Kalman
Conservation
Time For Kids Readers: Working Together to Save the World
The Adventures of a Plastic Bottle, Alison Inches
I Can Save the Earth, Alison Inches
The Three R’s: Reuse, Reduce, Recycle, Nuria Roca
The Adventures of an Aluminum Can, Alison Inches
Where Does the Garbage Go, Paul Showers
Current Events Time For Kids
Social Studies Online: Current Events
Grade 2 Unit 5 Appendix B
Project - Building a Community
This project can be used as an ongoing or culminating activity.
Materials: construction paper, blocks, small boxes
Help students create a model of the community. Have them choose what to include in their
model. Incorporate physical and human features (e.g., buildings, forests, parks, etc.). Use
paper, blocks, small boxes, and other suitable materials to represent types of settlements
and patterns of land use. Include such items as a library, bank, grocery store, gas station,
etc., within the model community. When the model is complete, discuss with students how
most of the land in their community was used.
Grade 2 Unit 5 Appendix C
Grade 2 Unit 5 Appendix D
Poems
Environment Poem (A poem written by an 11 year old who loves this world.)
Look Outside
© Josie Greveling
Look Outside, see the trees
Watch the flowers in the breeze
Things won't be like this in a year or two
If polluting is all we do
Seize the night
Seize the day
Things won't always be this way
Thousands of people are dying
In the night you hear children crying
Let's stop the war
Our people are sore
The world can't help itself
Who cares about your wealth
Help me to help you
Show the world what you can do.
Grade 2 Unit 5 Appendix D
Basic Needs
(of Living Things)
Air,
Food,
Shelter,
Water,
Basic needs in any order...
Water,
Air,
Shelter,
Food,
Basic needs,
Of me and you...
Food,
Water,
Shelter,
Air,
Basic needs,
Of bat or bear...
Air,
Food,
Water,
Shelter,
Cold or hot,
Freeze or swelter...
Basic needs,
Of living things,
From tiny ants,
To birds with wings...
Without these four,
We can't surive,
Basic needs,
To stay alive!
Grade 2 Unit 5 Appendix E
Grade 2 Unit 5 Appendix F