& y 2 y...The World in Spatial Terms & Human Systems: 2nd Grade Geography Unit Plan GLCE and Verb...

Ali Rizzo (SST 309-01)

The World in Spatial Terms & Human Systems: 2nd Grade Geography Unit Plan

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The World in Spatial Terms & Human Systems 2nd Grade Geography Unit Plan

Ali Rizzo

SST 309-01

Professor Laninga



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Table of Contents

Overview, Rational, & Introduction………………………………………………………………………………………………………………………..3 KUDs and I Can Statements…………………………………………………………………………………………………………………………………4-8 Assessment Ideas…………………………………………………………………………………………………………………………………………………..9 Lesson Plan One………………………………………………………………………………………………………………………………………………..9-12 Lesson Plan Two……………………………………………………………………………………………………………………………………………..13-16 Lesson Plan Three……………………………………………………………………………………………………………………………………..……17-18 Lesson Plan Four………………………………………………………………………………….…………………………………………………….……19-20 Lesson Plan Five……………………………………………………………………………………………………………………………….……………..21-24 Vocabulary Lesson #1……………………………………………………………………………………………………………………………………..25-27 Vocabulary Lesson #2……………………………………………………………………………………………………………………………………..27-29 Works Cited……………………………………………………………………………………………………………………………………….…………………30 Resource A………………………………………………………………………………………………………………………………………………….….31-35 Resource B…………………………………………………………………………………………………………………………………………………………..36 Resource C……………………………………………………………………………………………………………………………………………………...37-38 Resource D……………………………………………………………………………………………………………………………………………………..39-41 Resource E…………………………………………………………………………………………………………………………………………………………...42 Resource F………………………………………………………………………………………………………………………………………………………43-46 Resource G…………………………………………………………………………………………………………………………………………………..………47 Resource H…………………………………………………………………………………………………………………………………………………………..48 Resource I…………………………………………………………………………………………………………………………………………………………….49 Resource J……………………………………………………………………………………………………………………………………………………………50 Resource K……………………………………………………………………………………………………………………………………………………………51 Resource L……………………………………………………………………………………………………………………………………………………………52



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Overview: This 2nd grade unit plan for geography covers some of the basic components needed to describe the world in spatial terms as well as the basic human systems/human interactions that we can see in the world around us. The unit builds off some of the basic map and directional terms learned in 1st grade. Instead of left, right, front, and back, students will now be able to tell where one place is using the cardinal directions (north, south, east, and west). Making a map of the community as well as a map of the classroom will play a huge role in helping students learn all about maps and their local community throughout the entire unit. Students will also examine the different ways in which the land in their community is used (where people live, where services are provided, etc) and the different means people create to help move people, goods, and ideas within the local community. By the end of the unit, students will have a solid understand of the basic characteristics of a map and they will be experts on the geography of the surrounding community.

Rationale: Knowing how to give directions and how to find places that we want to go are two important lifelong skills that we use on almost a daily basis. Using to use a map to describe the spatial organization of your own community is important because it helps us know where important places are and therefore we can also help others out when they are lost. Being able to construct your own map of where you live or even a map of the classroom is a great way to introduce reading actual maps to young students. The skills that are taught in this geography unit are very important and will set students up for success not only in future geography lessons, but real life applications as well.

Introduction: This unit is designed to allow students to practice and apply their understandings of some of the basic characteristics of a map. It will allow them to construct their very own map of their community and from this map, they will be able to identify different natural and human characteristics, describe where one place is in relation to another using relative location, distance, direction, and scale, and they will be able to describe the various ways that the land in their community is used.

GLCEs Covered in this Unit:

2-G1.0.1: Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place.

2-G1.0.2: Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale.

2-G4.0.1: Describe land use in the community (e.g., where people live, where services are provided, where products are made).

2-G4.0.2: Describe the means people create for moving people, goods, and ideas within the local community.



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KUDs and I Can Statements

GLCE and Verb 2-G1.0.1: Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place. (Skill verb)

Knowledge (K) Understand (U) DOL: Demonstration of Learning (DO)

Vocabulary I Can

Students will know the local community and the human and natural characteristics it consists of. Natural characteristics are things that were not made by humans and that they were created from nature. Some examples are lakes, mountains, and forests. Human characteristics are things that were made by humans. Some examples are buildings, streets, and football fields. Knowing how to construct a map which contains symbols, labels, and legends. A map is a representation that show the features of an area of the earth Symbols are used on maps to help us identify a certain place or object. Labels help us know what something on a map is about/what something means. A legend is a table on a map that informs us what the different symbols on a map stand for.

Students will understand that different symbols on a map represent different characteristics of a place.

Students will create a map of their community adding significant roads, buildings (school, police, home) and other features like pons, lakes, rivers, parks, etc. As these features are added, students will create a map key/legend to show what each symbol represents. When students complete their maps, they will then classify each feature as a human or natural characteristic.

-Community -Geography -Map -Symbols -Legend -Human characteristics -Natural characteristics

I can create a map of my community that has symbols, labels, and a legend which show the different human and natural characteristics that can be found.



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GLCE and Verb 2-G1.0.2: Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale. (Skill verbs)

Knowledge (K) Understand (U) DOL: Demonstration of Learning (DO)

Vocabulary I Can

A map shows a place, a map is a drawing of a place, a map shows what a place looks like from above, a map helps us find the location of a place. Explain where something is located in the community. The Cardinal Directions (direction) are north, south, east, and west. We can usual see these on a compass rose on a map. Relative location is the location of a place in relation to another place (i.e. south or downhill). Just because one map is bigger than another, that doesn’t mean that place is necessarily larger. Map scale refers to the relationship between distance on a map and the corresponding distance on the ground.

Students will understand that a map can be used for many different reasons including how our community is organize/laid out.

After being introduced to what the cardinal directions are, students will create their own compass rose foldable. They will then use this compass rose to describe the location of various items in the classroom in relation to another (see vocabulary lesson). The students will also be given several different maps of the community and they will have to use the Cardinal Directions to describe where one place is in relation to another (Example: the library is South of our school). Students will also use relative location words near,

-Maps -Scale -Direction (Cardinal Directions) -Relative location -Distance -Location -Community

I can use the Cardinal Directions, distance, and scale to describe the location of one place in our community in relation to another.



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next to, etc) and distance (you can find how to measure distance by looking at the map scale) to describe the location of places in the community (Example: Our school is next to Evergreen Park. Our school is about 4 miles away from the library). Afterwards, students will go back to the maps that they created of their community (described in the previous GLCE). Students will then write out several sentences describing the relative location of one place in the community to another (Example: My house is next to my school).

GLCE and Verb 2-G4.0.1: Describe land use in the community (e.g., where people live, where services are provided, where products are made). (Skill verb)

Knowledge (K) Understand (U) DOL: Vocabulary I Can



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Demonstration of Learning (DO)

Communities are often divided into areas or regions where people do different things (i.e live, shop, work, and play). Specific areas in our community serve different purposes (sometimes when you have a specific community, you will need to have more specific information about that place and its specific purpose). Land Use: the human use of the land that modifies the natural environment into a built environment. Service: the action of helping, providing, or doing work for someone. Product: an article or substance that is manufactured or refined for sale. Different services provide products to customers.

Students will understand that communities are often set up into different regions where people live, shop, work, and play.

Students will use a map of their local community (either one that they have found online, or the one they created on their own (from GLCE 2-G1.0.1) and identify the different places where people live, shop, work, and play. Students will then need to find if there are any patterns showing these different things (i.e places where people shop are often grouped together whereas places where people live are grouped together). In groups, Students will then create a poster that describes where services are provided, where products are made, and where people live. Groups will share these posters in front of the class.

-Community -Land use -Location -Map -Region -Services -Products

I can describe how specific areas in my community are used for different purposes. Using a map, I can identify regions in my community that are meant for living, shopping, working, and playing.

GLCE and Verb 2-G4.0.2: Describe the means people create for moving people, goods, and ideas within the local community. (Skill verb)

Knowledge (K) Understand (U) DOL: Demonstration of Learning

Vocabulary I Can



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(DO)

People and things (goods and ideas) in the community move and change locations from time to time. People in our community get from one place to another in various ways. There are different ways that people use land, air, and water to get where they need to go. Means: the method in which something is done. People: those who live in the Community. Goods: a possession that someone owns, including something that is movable or something that a business sells (merchandise). Ideas: an understanding of something; a belief or opinion (the movement of ideas is referred to as ‘communication’. Transportation: the action of moving someone or something to another place.

Students will understand that there are multiple ways that people use land, air, and water for moving people, goods, and ideas to different places.

Students will create a “transportation & communication chart” consisting of ways people, goods and ideas are moved from place to place. Then on a three columned chart, the students will classify each of the ideas in the transportation chart as land, air, or water travel. Students will then identify and describe the various forms of travel and communication that they usually see/experience in their own community. (Communication is included because that is what the movement of ideas is called and not transportation). In groups, each student will share what they came up with in their transportation & communication chart.

-Movement -Means -People -Goods -Ideas -Transportation -Communication

I can describe the different ways that people use land, air, and water to move people, goods, and ideas throughout the community.



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Assessment Ideas

Students will be assessed throughout this unit on their creative ideas and newly gathered knowledge. Students will use their own maps,

foldables, posters, group collaboration, charts, and vocabulary maps to show what they have learned. Specific grading criteria are

provided throughout the lesson plans.

Lesson Plan One


Lessons: How will you take them where they need to go? (Step-by-Step plan)

Instructional strategies/Social constructs: How will they work?

(AND what will YOU do?)

Resources needed: What materials and resources will they need?

(Page #s read, graphic organizers, books, posters, realia, etc…)

Pre-test/Anticipatory set: Begin this unit by reading the book My Neighborhood by Lisa Bullard. This book will be a nice introduction to what a neighborhood is and what it has to offer for the community. To allow students to explore maps in depth, the teacher can present a hodgepodge of maps around the classroom. Various maps of communities, the world, different countries, etc. can be placed on walls around the classroom. Students can view these different maps by doing a gallery walk around the classroom. For each map, students can view the various symbols, labels, and legends that it offers. As they do the gallery walk, students will write down any questions or comments that they may have about each map on a

Instructional strategies/Social constructs:

- Gallery walk (as described in the anticipatory set): Teacher will hang different maps around the classroom. In groups of 3-4, students will wonder around to each map with some sticky notes and pencils in hand. Students will examine each map and write down any questions or comments that they may have on a sticky note and place that note next to that particular map.

Resources needed:

- My Neighborhood by Lisa Bullard

- Resource A- Various maps to place around the classroom for the gallery walk.

- Sticky notes so students can write questions and comments next to each map

- Word wall words for the lesson/KUD vocabulary words



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sticky note and place it next to that map. Once they sit down after viewing the maps, the teacher can have a discussion with the students about maps and what they are used for. The teacher can read some of the questions and comments that the class has come up with aloud to get the class wondering a little bit more about the maps they just viewed. Vocabulary words for this lesson (and lesson two) can be discussed/introduced and be placed on a geography word wall:

- Natural characteristics are things that were not made by humans and that they were created from nature. Some examples are lakes, mountains, and forests.

- Human characteristics are things that were made by humans. Some examples are buildings, streets, and football fields.

- A map is a representation that show the features of an area of the earth

- Symbols are used on maps to help us identify a certain place or object.

- Labels help us know what something on a map is about/what something means.

- A legend is a table on a map that informs us what the different symbols on a map stand for.

Placing the vocabulary words on a word wall will allow students to know the important concepts to take away from the lesson. They



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can also look back and refer to these words later on through the unit and school year. Lessons: To start this lesson off, the teacher needs to introduce and explain some very important vocabulary words to the class- human and natural characteristics. Knowing what these words mean will help students create their own maps of the community in the next lesson. Please use Vocabulary Lesson #1 for this lesson. Detailed instructions and complete script are provided. Once the lesson is complete, students will get to explore what some of their favorite human and natural characteristics in their local community are by using the four corners instructional strategy. This activity wraps up what they have learned about human and natural characteristics for the day. “Of all of the natural characteristics our community, which is your favorite to visit?”

- The Grand River - The beach (at lake Michigan) - Burton Woods - (Other)

“What is your favorite human characteristic in our community to visit?”

- Lots of group discussion will take place throughout the vocabulary lesson.

- Word Maps are used to learn more about human and natural characteristics of a place. Students will write what they think each word means, their own definition, a picture to help them remember the word, and different examples of the word.

- The Flyswatter game will also be used at the end of the vocabulary lesson to help students distinguish between human and natural characteristics.

- Four corners: Teacher poses a

question to the students and assigns each of the four corners in the classroom as an answer. Students will go to the corner with the answer that they like best and have a discussion with other students who also chose that corner. Questions and answers/options are provided in the first column.

- Vocabulary Lesson #1 - Resource B for the word maps needed

throughout the lesson - Resource C for the worksheet that has

students distinguishing between human and natural characteristics

- Resource D for the photos needed to play the flyswatter game

- Elmo/Overhead projector - Whiteboard - Pencils



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- Rivertown Mall - Rosa Parks Circle - The Gerald Ford Museum - Uccello’s Restaurant



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Lesson Plan Two


Lessons: How will you take them where they need to go? (Step-by-Step

plan)





Pre-test/Anticipatory set: Review what was learned about human and natural characteristics in the previous lesson. Ask students who can tell the difference between the two and create a list of examples for each on the whiteboard. Next have students think back to all the maps they explored during the gallery walk from the previous lesson. Display them on the front board so the class can see. Explain that now we are going to take a look at the different human and natural characteristics that we can see on each map. Divide the students into groups of 4-5. Each group is going to get one of the maps and on a large sheet of paper, make note of all the different human and natural characteristics that they can find. Focus question: how can we tell that this is a human or natural characteristic of place? Have each group present their findings once all groups are done.

Instructional strategies/Social constructs: - Group discussion about human and natural

characteristics. Teacher will write ideas on the board so the class can see all their knowledge put together.

- Group work- in groups students will work together to find the different human and natural characteristics on their maps.

Resources needed: - Whiteboard - Resource A maps used in previous

lesson - Large sheets of paper - Pencils

- Computer



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Lessons: “Today, we will get the chance to create our own maps of the local community! But first, how many of you had a map with a little box on the side that was sort of like a key to help you understand your map? This is what we call a legend. A legend is a table on a map that informs us what the different symbols on a map stand for. Symbols are used on maps to help us identify a certain place or object.” Show 2nd Grade Understanding and Making Maps Symbols video (start at 51 seconds) to help students understand symbols and why we use them on a map. “Now using a map of our community (in this case it will be a map of Waterford, MI), we are going to work together to create our own map of our community using different symbols to denote specific places. These symbols will them be placed in a legend on our map.” On large chart paper create an outline map of your community using the map of your local community. Guide students in identifying the features they would like to include on the map of their local community. Encourage them to think about different human and natural characteristics that they

- Class collaboration to create map

- 2nd Grade Understanding and Making Maps Symbols YouTube video

https://www.youtube.com/watch?v=v9nOie2mmr0

- Resource E- Map of Waterford, Michigan to use to create class and individual maps of the community.

- Chart paper - Paper for each student - Overhead projector





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might want to include. Guide students in limiting the features to a reasonable number. In addition, encourage them to select the most important features of their local community. Make a list of the features they have identified. Add four or five significant roads to your community map and create a symbol for roads on your legend. This helps create a method for placement of other features you want to add to the map. Next, add your school to the map and create a symbol for a school on the key. Add in significant natural features such as a river, a pond, a lake, etc. Add relevant symbols to the map key as you add these features. Now have the class identify the different human and natural characteristics and label them with different colors. Be sure to include these labels in your map key. Now students will work alone to create their own maps of the community based off the one that everyone worked together to create. Have the one created by the whole class displayed in the front of the room and the map of the Waterford community on display on the overhead projector. This simple map that the students will create might include just two main roads, the school, one major natural



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feature and three major human features. Have students create a map key for their simplified map. Be sure that they include a title! Use Inside Outside Onion to share maps with each other. To assess their maps, check to see if they included each of the items listed above. Be sure to check if they understand human and natural characteristics. Display these maps in the classroom or in the hallway (AFTER the unit is complete. Students will use these maps again in future lessons.)

- Inside Outside Onion- For this strategy,

students will form two circles, one inside the other. Each circle will face the other so the students can have a discussion on the specific topic that the teacher provides. After a few minutes of discussion, one circle will move either left or right so each student has the opportunity to discuss the topic with another student.



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Lesson Plan Three



plan)





Pre-test/Anticipatory set: Included in the vocabulary lesson. Be sure to add new vocabulary words to the geography vocabulary word wall.

- The Cardinal Directions (direction) are north, south, east, and west. We can usual see these on a compass rose on a map.

- Relative location is the location of a place in relation to another place (i.e. south or downhill).

- Map scale refers to the relationship between distance on a map and the corresponding distance on the ground.

Lessons:


- Foldables: students will create their very own compass rose foldables. Detailed directions in vocabulary lesson plan.

- Group discussion to get the class thinking about vocabulary words to help them reach the GLCE.

- I have…, Who has…? Game- This is a fun game that helps students review important concepts and/or vocabulary that have been taught in a lesson. Each student has one-two cards in front of them. The student with the starting card stands up and reads their card with a statement that says "I have _____, who has _____?" The student with the answer to the "who has _____?" statement stands up and reads their card ("I have _____, who has _____?"). This continues in a chain until all the cards have been read/answered and the class ends up back at the beginning student.

Resources needed: - Vocabulary Lesson Plan #2

- Resource F - Resource G - Resource H

- Resource I



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Use Vocabulary Lesson #2 for this lesson plan. This introduces students to what directions (compass rose), relative location, and distance are. Detailed instructions and script are included in the lesson plan. To end the lesson, have the students use the maps of the local community that they created in lesson plan two. Using the compass rose that they created, students will then write out several sentences describing the relative location of one place in the community to another (Example: My house is west of my school). Collect these sentences along with their maps to assess their work based on quality and accuracy (for the directions). Be sure to collect the worksheet from the vocabulary lesson (Resource I) and grade for accuracy.

- The Cardinal Directions Geography Song YouTube video https://www.youtube.com/watch?v=UeeLivQH7Ok

https://www.youtube.com/watch?v=UeeLivQH7Ok




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Lesson Plan Four

2-G4.0.1: Describe land use in the community (e.g., where people live, where services are provided, where products are made).


plan)





Pre-test/Anticipatory set: Display the map of “Treeville” (included in resources). Pose the following question: Do you see any pattern in the way things are arranged in Treeville? Discuss student responses. Then, point out the stores in Treeville and guide students in understanding that they are located together in a certain part of Treeville. Repeat the process with the houses, the factory, and the park. Explain that often communities are divided into places or areas where people do different things. These different areas or regions of a community can be found on a map of the community. Share the following types of places:

- Places where people live. - Places where people shop. - Places where people work. - Places where people play.


- Group discussion to get students thinking about how communities are laid out.

Resources needed:

- Resource J: Map of ‘Treevile’



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Lessons: Now students are going to take a look at the map of the community (Waterford, MI) and investigate how places are laid out around the community. Be sure to have them compare and contrast the differences between the map of Treeville and Waterford. In their groups, students will then create a poster that describes where services are provided, where products are made, and where people live. Basically it will describe the patterns that they have discovered. Groups will share these posters in front of the class. Assessment- Use these posters and presentations to see if students have met the GLCE.

- Poster paper - - markers

- Resource E: community map



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Lesson Plan Five

2-G4.0.2: Describe the means people create for moving people, goods, and ideas within the local community.


plan)





Pre-test/Anticipatory set: To get the class thinking about the movement of the community, begin the lesson by asking students how they got to school that day. Including the students in this question will allow them to see that they are a part of the community. Keep track of their answers on the whiteboard. Now ask students to brainstorm about other ways people get to places that they want to go (e.g., train, airplane, boat, etc.). Introduce new vocabulary words to add to the geography word wall.

- Means: the method in which something is done.

- People: those who live in the Community.

- Goods: a possession that someone owns, including something that is movable or something that a business sells (merchandise).

- Ideas: an understanding of something; a belief or opinion


- Class discussion to get thinking about the different ways students get to school.

Teacher writes these ideas on the board.

Resources needed:

- Whiteboard



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(the movement of ideas is referred to as ‘communication’.

- Transportation: the action of moving someone or something to another place.

Lessons: Explain that the data they gathered in the anticipatory set reflects different kinds of transportation used to move people from place to place. Explain that in this lesson they will learn more about the importance of transportation in communities. Label a large sheet of chart paper: Transportation & Communication: How are people, goods, and ideas moved from place to place? Transfer the forms of transportation identified in the anticipatory set into the chart. Display the class created map of the local community created in Lesson Two. Guide students in identifying the roads you included on the map. Ask students to think of one reason roads are important in communities. Then have the students do a think, pair, share to discuss their answers. Note that possible answers include:

- Roads help move people from one place to another in a community.

- Roads help connect our local

- Think, Pair, Share- Students think about a particular idea and then meet with a partner to discuss their thoughts. After discussing ideas for a few minutes, the class comes together to share their thoughts. Good for homework review or as a way for students to discuss the main ideas from a lesson. Adaptation: "Mix, Freeze, Pair"- same concept only students pair up with 2-3

- Chart paper or whiteboard

- Class created community map from lesson plan two



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community to other communities.

- Roads help move goods from one place to another, for example from a factory to a store or from a farm to a store.

- People take roads to get to work.

- Roads connect places in a community together.

Ask students what forms of transportation use the roads in their community. Make a list of their ideas on chart paper. Note that common examples include cars, trucks, taxis, and buses. Add the various modes of transportation to the “Transportation & Communication Chart”. Display the Waterford Map which was used in previous lessons. Guide students in identifying major roads in this community. Then, explain that not all forms of transportation need roads. Challenge students to find examples of other forms of transportation on the Waterford map that do not require roads. Guide them in identifying the airport and the railroad tracks. Add ‘airplanes’ and ‘trains’ to the “Transportation & Communication Chart” you have been creating. Make sure to guide students in understanding that airplanes and trains help connect different communities

different classmates before coming together as a class. Allows students to go deeper into a topic by talking with more than one student.

- Resource E- Community map



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but are not often used to move people and goods within a community. Create a three-column chart labeled ‘land’, ‘air’, and ‘water.’ Guide students in classifying the various modes of transportation they have listed on their “Transportation & Communication Chart” and list the modes in the appropriate column on the chart. Next, ask students to ‘brainstorm’ additional forms of land, water, and air transportation to add to the three-column chart. If necessary, ask prompting questions such as “Could people fly in something other than an airplane?” (Sample chart in resources for this unit) Guide students in identifying on the three-column chart the modes of transportation which are present in their own local community and circle them on the chart. Assessment: Students will list or draw forms of transportation used to move people and goods/things in their local community as well additional forms of transportation which might be present in other communities on a worksheet.

- Resource K- Sample chart to guide student responses

- Resource L- Transportation worksheet



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Vocabulary Lesson #1

Based off of Marzano’s Six Step Process for Building Academic Vocabulary GLCE covered:


Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces the word)

Human Characteristics: Teacher-talk (Step 1- Description)- Today we are going to learn some new vocabulary words to help us understand the geography in our community. We are first going to take a look at what human characteristics are. Everyone say ‘human characteristic’ aloud with me (Everyone says it out loud). Before we learn about what this means, I want you all to put your thinking caps on and think about what a human characteristic could be. After you think about it for a while, I want you to write down your ideas on the Word Map worksheet in the top left-hand corner. Be sure to write ‘Human Characteristics’ in the middle bubble (Pass out Resource B- Word Map to each student. Write ‘Human Characteristics’ on the board so that way students can spell it properly. After the students have all written down their thoughts, come together as a class and have them share their ideas aloud). These were all very good ideas! Now we are going to investigate what human characteristics are. In our community, there are tons of places that we visit on a regular basis. Who can name some of those places for me? (Students may name a few; write their ideas on the board. Some answers could be the lake, school, home, the grocery store, the park, etc). When we look at our list here, we could place each of these places into different categories based upon how they were created in our community. For example, who can tell me how our school got here? (Students answer; answers should be along the lines of people (construction workers) built our school). Exactly, our school wasn’t always here. Many years ago, a construction company built this school in our community so that we could all have a place to learn at. Many of the places that we like to visit on a regular basis were built by other people. What other places on our list were not always in our community and had to be built or created by other people? (Students answer). When a place in a community was created by humans and not by nature, we would classify this place as a human characteristic. This could also include streets, bridges, railroad tracks, and monuments- we can say that these are all human characteristics of place.

Step 2 - Building Academic Vocabulary (Restate): Write in your own words the meaning of “human characteristics.”: Teacher-talk: So we just investigated what human characteristic means. How would you tell someone in your family what that word means? (Have each student come up with their own definition of human characteristics and write it in the upper right-hand corner of the Word Map. Then collect a few ideas from the students and write them on the board).

Step 3 - Building Academic Vocabulary (Nonlinguistic Representation): Draw a picture of something that shows you know the meaning of “human characteristics.”(Students will go back to their Word Map worksheet (bottom left-hand corner) and draw a picture to help them



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remember what a human characteristic is. They will write a word that goes with it to label the picture. Ask for a few volunteers to draw their picture on the board or display what the volunteers drew using the Elmo and overhead projector.)

Natural Characteristics: Teacher-talk (Step 1): We just discovered what human characteristics of place were. Now we are going to take a look at the other category that our favorite places or characteristics of our community to visit fall into. (Create a new list on the board that has all the favorite places the class likes to visit but only include the places that were not classified as human characteristics (so you should have places like the lake, pond, park, forest preserve, etc)). Can anyone take a guess at what these characteristics would be called? (Students may answer). . We call actually call these places Natural Characteristics (write this on the board and pass out a new Word Map to each student. Have them write ‘natural characteristic in the middle bubble of the Word Map). Now before we discover what exactly natural characteristics means, I want you to take a guess at what it means and write down your ideas on the upper left-hand corner of the word map. (Students write their ideas then the class comes together to share. Write some ideas on the board). Since these places were not created by humans, that means they were created by nature. Natural characteristics usually include bodies of water, land forms such as mountains, and natural forest preserves. Places that have not been altered by humans.

Step 2 - Building Academic Vocabulary (Restate): Write in your own words the meaning of “natural characteristics.”: Teacher-talk: So we just investigated what natural characteristic means. How would you tell someone in your family what that word means? (Have each student come up with their own definition of natural characteristics and write it in the upper right-hand corner of the Word Map. Then collect a few ideas from the students and write them on the board).

Step 3 - Building Academic Vocabulary (Nonlinguistic Representation): Draw a picture of something that shows you know the meaning of “natural characteristics.”(Students will go back to their Word Map worksheet (bottom left-hand corner) and draw a picture to help them remember what a natural characteristic is. They will write a word that goes with it to label the picture. Ask for a few volunteers to draw their picture on the board or display what the volunteers drew using the Elmo and overhead projector.) Step 4 - Building Academic Vocabulary (Activities): Teacher talk: I am going to give you a set of pictures to cut out and glue to a chart. One side of the chart is labeled Human Characteristics, and the other side is labeled Natural Characteristics. Once you have all the pictures cut out, you will then glue them to the proper side of the chart that they fit into. (Pass out Resource C (Parts 1 and 2) to the class). Once you have your pictures all sorted out, I want you to discuss your reasoning with a partner. Once you have discussed your thoughts, I want you to work together to create a list of examples for each characteristic and place them in the bottom right-hand box of your word maps. One list of examples for human characteristics and one list for natural (Students will get to work. Having the students work together to create lists of examples in the Word Map would also qualify as Step 5 of Building Academic Vocabulary – Students will talk about the words they are learning).



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Step 6 - Building Academic Vocabulary: Play games with the words they are learning: Fly Swatter game. On the board are two words: ‘Human Characteristics’ and ‘Natural Characteristics.’ Divide the class into two groups. Each group has a person come up, one at a time and the teacher shows the picture of either a human or natural characteristic. The student who swats the right word first gets a point for his or her team. Play many times with many pictures and many students so everyone gets a turn to swat the term. (Use Resource D- Parts 1-3 as well as the pictures from Resource C.

Vocabulary Lesson #2

Based off of Marzano’s Six Step Process for Building Academic Vocabulary GLCE covered:


Teacher-talk: (Marzano’s Step One of Building Academic Vocabulary: Teacher introduces the word)

Cardinal Directions: Teacher walks into the classroom completely lost looking all around for a specific place. The teacher is also holding a piece of paper which she is turning it into all different directions like she is confused about how she is supposed to look at it. After a minute or so of being lost and confused, the teacher goes up to one of the students and asks if they could help her get to the school’s gym. Students will then start to join in with giving directions. The teacher should write these directions on the board. There will probably be a lot of “go past this place”, “around the corner”, “left”, “right”, etc. This will lead into the discussion of cardinal directions, distance, and relative location. Teacher-talk (Step 1- Description)- Can anyone tell me which direction the playground is in relation to our classroom (Students will give answers- correct answer is to the East. If students point and say “it’s that way” ask the student “which way is that way?” Some students may say that the playground is to the right of the classroom). All these answers are very correct, but to me more exact and to sound like geographers, we could say that the playground is to the East of our classroom (Be sure to point out that the wall that the playground is on is the East wall which also means that the wall across the East wall on the opposite side of the classroom is West. Then point out North and South. As the teacher points out the walls, she should place that direction on the corresponding wall (use Resource F parts 1-4). This will serve as a reminder to students throughout the rest of the unit). North, South, East, and West are known as cardinal directions. Cardinal directions help us find certain places that we may not know how to get to. They also help us give directions to other people who may be lost. We can find the cardinal directions on something called a compass rose which is usually pictured on a map (show picture of compass rose to class- Resource G).

Show the Cardinal Directions Geography Song video https://www.youtube.com/watch?v=UeeLivQH7Ok




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Relative Location: Teacher-talk (Step 1- Description)- When we are using the cardinal directions to help us find a specific place, we are using something called relative location. Who thinks that they can explain what relative location is? (Students answer). When we use relative location, we are describing the location of one place in relation to another. When we discovered that the location of the playground was to the East of our classroom, we provided the relative location of the playground. We could even use the words next to, behind, in front of, etc to describe where things if we didn’t know the specific cardinal directions at that time.

Step 2 - Building Academic Vocabulary: (Restate): Write in your own words the meaning of “absolute location.”: Teacher-talk- We just learned about what relative location means. How would you tell someone in your family what that word means? (Collect a few ideas from the students and write it on the board).

Step 3 - Building Academic Vocabulary (Nonlinguistic Representation): Draw a picture of something that shows you know the meaning of “relative location.” It might be helpful to use what you know about cardinal directions in your picture (Have students draw their pictures on their own piece of paper. Do a “Think-Pair-Share” so that way they can share their work with other and see what other students have drawn). Distance: Teacher-talk (Step 1- Description)- When we are helping someone find how to get to a specific place, sometimes it is helpful to know how far away that place is from where we are. Does anyone know of a word that means how close or how far away something is? (Students answer). When we want to be more accurate about or directions, it is helpful to use distance. Distance is another way of saying how close or far something is from us. This can be measure in a bunch of different ways. Can anyone think of some measures of distance we have seen in math before? (Students answer- some examples could be feet, inches, yards, miles, etc.) For example, I want to know how far Billy is from me. (Have Billy stand up where he is). Instead of using a ruler, I am just going to use my feet, one foot in front of the other, to see how far away he is from me. (Perform this so the class can see). Billy is 10 feet away from where I was standing which was the distance between us. Step 2 - Building Academic Vocabulary: (Restate): Write in your own words the meaning of “distance.”: Teacher-talk- We just learned about what relative location means. How would you tell someone in your family what that word means? (Collect a few ideas from the students and write it on the board).

Step 3 - Building Academic Vocabulary (Nonlinguistic Representation): Teacher-talk- I would like 3 people to come up and draw a picture to help the rest of the class remember what distance is (Call on 3 volunteers. Have them explain their pictures to the class). Step 4 - Building Academic Vocabulary (Activities): Teacher-talk- (Activity 1) To help us understand distance, I want you to partner up and then each of you stand on opposite sides of the room. One person on the East side and the other on the West side. Then I want the person on the East side to measure the distance between the two of you using their feet, just like I did when we were learning about what distance means. Once you are done with that, find a different partner (one who was on the opposite side of the room as you) and this time the person who is on the West side will measure the distance between the two of you using your feet as well. Be sure to discuss your findings with those around you



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(Step 5 of Building Academic Vocabulary – Students will talk about the words they are learning can been seen through this activity as well as the Think-Pair-Share from step 3 of teaching relative location). (Activity 2) Compass Rose Foldable-

1. Pull out an envelope foldable. Have the students then position the foldable so that a flat edge is facing them. On the outside corner towards the center of the square, have them put an N for North, the one to the right, E for East, then the bottom one S for South and finally the one that folds out left, W for West.

2. On the inside of the flap for each direction, have them write out a synonym to help them remember which is which. (Example: North Up, East Right, etc.)

3. After filling out the dictions, have the students write out Cardinal Directions in the big square open space on the inside of the foldable. Students should then write their own definition of the word and include a picture of a compass rose.

Example of a compass rose foldable above (Activity 3) Teacher-talk- Now we will get to practice using the compass rose that you just made by using it describe the relative location of different objects throughout the room (Pass out Resource H). Make sure that the East side of your compass rose is pointing to the playground. Now you can fill in each of the blanks with the appropriate direction (do first one together with class so they understand. Allow them to work with partners if you feel appropriate). Step 6 - Building Academic Vocabulary: Play games with the words they are learning: In groups of 5, students will play “I Have, Who Has…” using all 5 vocabulary words from this unit. Each group should be given a stopwatch to time their game. The group with the shortest time wins. Directions: Each student gets one card (Resource I). Each card has a vocabulary words and a definition (they do not match). One student stands up and reads the definition on their card. The student with the correct matching vocabulary word then stands and says “I have (the word)”. That student then reads their definition and the cycle continues until the first student that read their card stands when they hear their definition.



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Works Cited

Bullard, Lisa (2002). My neighborhood: places and faces (all about me). Nonfiction Picture Books. Retrieved from http://www.amazon.com/My Neighborhood-Places-Faces-about/dp/1404801626

Crosseey, Adam. (Producer). (2012, Dec 22). The cardinal directions geography song. [Web Video]. Retrieved from https://www.youtube.com/watch?v=UeeLivQH7Ok

Growing Firsties Lisa Mattes. (n.d.). Cardinal directions signs maps geography black chevron {freebie}. Teacherspayteachers.com. Retrieved from http://www.teacherspayteachers.com/Product/Cardinal-Directions-Signs-Maps-Geography-black-chevron-freebie-316962

Lanninga, Susan. (n.d.). Word map. Retrieved from class BlackBoard website. Oakland Scope Elementary. (2009, Nov 13). Lesson 3: exploring a map of our local community- supplemental materials. Michigan Citizenship

Collaborative Curriculum. Retrieved from http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=&UnitID=13471&YearID=2014&Curricul mMapID=43&

Oakland Scope Elementary. (2009, Nov 13). Lesson 4: making a map of our local community. Michigan Citizenship Collaborative Curriculum. Retrieved from http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=&UnitID=13471&YearID=2014&Curricul mMapID=43&

Oakland Scope Elementary. (2009, Nov 13). Lesson 4: making a map of our local community- supplemental materials. Michigan Citizenship Collaborative Curriculum. Retrieved from http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=&UnitID=13471&YearID=2014&Curricul mMapID=43&

Oakland Scope Elementary. (2009, Nov 13). Lesson5: transportation and our local community. Michigan Citizenship Collaborative Curriculum. Retrieved from http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=&UnitID=13471&YearID=2014&Curricul mMapID=43&

Oakland Scope Elementary. (2009, Nov 13). Lesson5: transportation and our Local community- supplemental materials. Michigan Citizenship Collaborative Curriculum. Retrieved from http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=&UnitID=13471&YearID=2014&Curricul mMapID=43&

PSDtechnology . (Producer). (2013, Aug 28). 2nd grade understanding and making map symbols [Web Video]. Retrieved from https://www.youtube.com/watch?v=v9nOie2mmr0

*****Map Images and pictures of Human and Natural Characteristics of place were all found from various Google Image Searches****

http://www.amazon.com/MyNeighborhood-Places-Faces-about/dp/1404801626

http://www.amazon.com/MyNeighborhood-Places-Faces-about/dp/1404801626


http://www.teacherspayteachers.com/Store/Growing-Firsties-Lisa-Mattes

http://www.teacherspayteachers.com/Product/Cardinal-Directions-Signs-Maps-Geography-black-chevron-freebie-316962

http://oaklandk12public.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?SourceSiteID=&UnitID=13471&YearID=2014&CurriculumMapID=43&













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Resource A



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Resource A (part 2)



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Resource A (part 3)



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Resource A (part 4)



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Resource A (part 5)

Resource B



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Word Map

What I think it means:

Definition in my own words:

Picture of what I think it is:

Examples:



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Resource C (Part 1)

Name: _______________________________________ Directions: Cut out and glue the pictures into the correct characteristic below

Human Characteristics

Natural Characteristics



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Resource C (Part 2)



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Resource D (Part 1)



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Resource D (Part 2)



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Resource D (Part 3)



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Resource E



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Resource F (Part 1)



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Resource F (Part 2)

Resource D (Part 2)



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Resource F (Part 3)

Resource D (Part 3)



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Resource F (Part 4)



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Resource G



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Resource H

Name: _______________________________________

Directions: Using your compass rose, fill in the blank with the correct cardinal direction

1. Miss. Rizzo’s desk is _________________ of the playground.

2. My desk is __________________ of the classroom door.

3. The classroom window is ____________________ of the white board.

4. The sink is ____________________ of the word wall.

5. The classroom library is __________________ of the window.

6. The computer is ____________________ of Miss. Rizzo’s desk.

7. Our mailboxes are ____________________ of the door.



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Resource I

I have Distance

Who has things that were made by humans? Some examples are buildings, streets, and football fields.

I have Human Characteristics

Who has things that were not made by humans and that they were created from nature? Some examples are lakes, mountains, and forests.

I have Natural Characteristics

Who has the directions (north, east, south, west) that help us describe where something is?

I have Cardinal Directions

Who has the location of a place in relation to another place (i.e. south or next to)?

I have Relative Location

Who has a word that means how close or how far away something is?



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Resource J

Nor

th

West

Sou

th

East

Map

Key

river

hous

e

scho

ol

stor

e

facto

ry park

city

hall fire

station

lake

Treeville

Oak Street

Maple Street

Pine Street

Stre

et

Main



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Resource K

Different kinds of Transportation – Sample Answers

Land Air Water

Feet

Cars

Trucks

Buses

Taxi cabs

Trains

Bicycles

Wagons

Sleds

Airplanes

Jets

Helicopters

Hot air balloons

Gliders

Boats

Sailboats

Barges

Ferries

Rafts

Water taxis

Submarines



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Resource L

Lesson Assessment

How do people, goods, and ideas move in our community?

What are some other ways people, goods, and ideas move?



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Disregard this page



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Disregard this page

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