Justin StosuyEdSE 604

1. Class Description : This unit will be used for a Second Grade class. This will be a General Education classroom, with twenty-four students.

2. Title of Unit : What is a community?Curricular Theme: My community and other United States communities.

3. Objectives : - Students will be able to define and interpret five vocabulary words (community, law, citizen, need, want) to prepare for discussions on communities, and general questions dealing with this topic.- Students will be able to identify important components of their own community.- Students will be able to identify three different communities, rural, suburban, and urban.- Students will be able to compare and contrast rural, suburban, urban, and foreign communities.- Students will be able to use graphic organizers to compare information about communities.- Students will be able to understand that citizens in communities may have conflicts over rules, rights, and responsibilities.- Students will be able to understand that citizens of a community can be a part of the decision making process, problem solving, and conflict resolution.

4. Standard s (http://www.nylearns.org/module/standards/Search.aspx) : - SS01: My community and region today- SS03: Challenge of meeting needs and wants- SS06: Symbols of citizenship- SS07: Rights, responsibilities, and roles of citizenship- SS08: Making and changing rules and laws- ARTS1.E.VA1A: Students experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences- ARTS3.E.VA3A: Students explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses- MST2.E.IS1C: Students access needed information from printed media, electronic databases, and community resources.- MST5.E.TR2D: Students use simple manufacturing processes (e.g., assembly, multiple stages of production, quality control) to produce a product.- MST6.E.MO2C: Students use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world.

5. Strategy : In order to teach the students about communities, they will have to receive instruction in several sessions. There will be five sessions including: what is a community, what is in my community, the three types of communities, roles and

responsibilities of citizens, and foreign communities. These lessons will teach students how communities vary from one another, and how the roles and responsibilities of citizens affect communities. Once the students have received instruction through these sessions they will be able to complete a project which will display their understanding from the unit. The students will learn more from the project as they will truly begin to understand how a community works. They need to know everything that is involved in creating a community and by completing this project they will understand what is needed in order to create the ideal community. As their project, students will have to create the ideal community. Their ideal community will be created using prior knowledge, research, and the information that was presented to them in the unit. They will chose one of the three types of communities, what kinds of stores and jobs will be located there, and what the roles and responsibilities of the citizens will be. This will show their understanding of communities and how they can apply it in the real world. The project that they will create could be a collage, PowerPoint presentation, drawing, movies, or any other medium to help effectively display their understanding. See flow chart for a further description.

6. Rationale : This unit is given to students for multiple reasons. It is given to match the standards, to help discriminate the different between communities, and to learn about living in a community. Each session in this unit focuses on different aspects of a community to meet standards and learn about the importance of a community. Students learn the differences between three different types of communities (SS01), learn about the roles and responsibilities of citizens (SS07 and SS06), and learn about following the rules and laws (SS08). These students will not understand how other people live and grow up if they do not know about the different features of a community.

7. Content : - Community description: http://vimeo.com/725281- Rural and Urban Communities: http://www.youtube.com/watch?v=gGUkjzPS9sU- Rural, Urban, and Suburban Community: http://www.youtube.com/watch?v=GuF2o7SaRWU&feature=related- Rules: http://www.youtube.com/watch?v=Ed8YLNk_nYA&feature=relmfu- Responsibilities: http://www.youtube.com/watch?v=T_EgBcf88yc- Textbook: Macmillian/McGraw-Hill Social Studies: We Live Together http://www.mhschool.com/socialstudies/2003/student/level1.php?isbn=0021492638- Teacher Created PowerPoint presentation (used for sessions 1-4)- Graphic organizers (vocabulary words, types of communities, my community)- Final Project: The Ideal Community example

8. Student Preparation : - Students should know how to apply prior knowledge and skills to this concept.- Students should know how to effectively use a SmartBoard.- Students should know how to use a graphic organizer.- Students should know how to appropriately communicate concepts in a discussion.- Students should know how to locate relevant information from a textbook, discussion, or presentation.- Students should know how to express their understandings of a concept.

- Students should know how to answer comprehension questions.

9. Motivation :Listed are the elements that will keep the students actively engaged in learning:- SmartBoard- Creative projects- The use of choices for projects- Voice: children discussing their community, or other communities they have seen.- Understanding how communities work- Submitting work to a scholarly website- Reward system: stars and strikes

10. Technology : The unit will be presented on a SmartBoard. Information will be presented through a textbook, and through a slideshow or the SmartBoard notebook. Students will have opportunities to interact with the SmartBoard. Pictures can be taken as well to preserve the student work that is created. The internet will also be integrated into the lessons for pictures and possibly videos.

11. Student Product/Performance : Students will be creating an ideal community based on their learning of the three different types of communities. Since the students will be working in a group, they will have to decide which parts are most beneficial and how they will present their project. Students can make a collage, a PowerPoint presentation, a SmartBoard lesson, or a 3-D model. This will help to show their understandings of the three different types of communities and the importance of various parts from each community. An example of a student project is attached.

12. Assessment : Students will be assessed through each session from teacher questions, graphic organizers, and their final project. From the readings and the videos the students should help them to retain the knowledge they learn about communities. To test their knowledge, they will be filling in graphic organizers to help organize their understandings and show what they remember. The students’ final project will be their main indicator presenting what they learned about communities and the important concepts related to them. A rubric is attached to see what they will be graded on.

13. Modifications/Accommodations :- SmartBoard (for visually impaired students)- Preferential seating (for visually impaired students, and students with ADHD)- Printed class notes and questions (for students with short term memory problems)- Picture/Video Visuals (for visual learners)- Choices in project (students with different learning styles)- Repeated directions and questions- Small group work- Book on tape (students with visual impairments and reading difficulties)- Highlighted lines- Peer Tutor

B. PROCEDURE/IMPLEMENTATION PLANS

a) Session #1: What is a community? b) Time: 60 minutes. 20 minutes (PowerPoint Presentation and videos), 10 minutes (Whole group discussion), 5 minutes (hand out materials), 10 minutes (discussion of final project and breaking students into groups), and 15 minutes (students discuss ideas for their final project).c) General: During this session, students will begin to learn about what a community is. This will start with a class discussion with probing questions and a PowerPoint presentation (with videos). The video will discuss about what a community is and how the people work together in a community. After this, students will be broken up into groups and there will be a discussion of their final project. Once we are done talking about the project, students can discuss what would be the best way to complete this final project and brainstorm what information they will need. d) Goal(s): In this session, students will learn the introductory information about communities, how people work together in communities, and understand the six vocabulary words. Once they are done, they will complete the brainstorming part to this project. e) Logistics: At first, students will be sitting in their regular classroom seats, unless preferential seating is required. Each student should have a good view of the SmartBoard. After the presentation is completed, students will be sitting in their respective groups. The groups will be organized by academic levels and non-academic skills. The PowerPoint and discussion will be whole group instruction, and the group work will be a collaborative small work group. Materials, such as papers, will be distributed to students before each discussion. Any materials that need to be stored will be done so in the filing cabinet so students do not lose their materials.f) Teacher Narrative:- During this session, students will begin to learn about a community. This will be completed through a PowerPoint presentation, which can be aided by the required textbook. Most of the information on the presentation will come from the textbook.- The first thing that the students will see is the definition of the word community. After which they will watch a video on what a community is (http://vimeo.com/725281). Once the video is over, the students will learn the vocabulary words law, citizen, need, want, and responsibility. During this time the students will be completing a graphic organizer (or printed note sheet) about the important information being presented.- After the presentation is completed, there will be a whole class discussion about what they learned about a community and the vocabulary words learned as well. The teacher will prompt the students to remember any key details.- Once they are done with the discussion, the teacher will hand out materials needed to discuss the final project. This will be brainstorming paper, final project outline, and final project rubric.- When all the students have the required papers, the teacher will discuss with the students what is required from the final project, how it will be graded, and how to use the brainstorming paper. The final project will be graded on presentation, information included, and involvement of the group. Students can choose any way to present their final project as long as the information presented is related to the ideal community.- After the final project discussion is completed, the teacher will break the students into groups. When the students are in their respective groups they can use the brainstorming paper to start coming up with ideas for their final project. During this time the teacher will be walking around the room to assist with any questions and prompt students to remember key ideas. g) Materials and Resources:

- SmartBoard (with computer and internet access)- PowerPoint Presentation- Printed copies of presentation (for notes)- Video: http://vimeo.com/725281- Graphic organizer (vocabulary words)- Textbook: Macmillian/McGraw-Hill Social Studies: We Live Together (Unit 1, Lessons 1 and Unit 4, Lesson 2)- Pencils- Brainstorming Paper- Final project outline- Final project rubric

a) Session #2: Rural, Suburban, and Urban Communities b) Time: 60 minutes. 25 minutes (PowerPoint presentation, videos, and discussion), 5 minutes (hand out materials), and 30 minutes (work on Final Project).c) General: During this lesson, students will learn about the three different types of communities. They will watch two videos on communities and learn any necessary terms needed to complete this session. Students during this lesson will be completing a graphic organizer and work with their group to start completing their final project. d) Goal(s): The goals for this lesson are to understand and compare and contrast the three types of communities, complete the graphic organizer for understanding, and complete the key points paper along with the materials list. e) Logistics: During this session, students will be sitting with their final project groups. This will make activities easier to complete later on. If there are students who require preferential seating, this will be arranged before the session begins. As for whole group instruction, the students will watch two short videos on rural, urban, and suburban communities. This helps them to understand the three different types and how they look and function. Once the students are done with the whole group instruction, they will be able to work together collaboratively in their small work groups. Any materials such as papers can be stored in the filing cabinets, and materials for the final project can be placed in the closet or metal cabinet. f) Teacher Narrative: - The first thing that the students will do is be arranged into their groups and sat accordingly. Once they are sitting with their groups, they will see a PowerPoint presentation. First, the teacher will hand out a graphic organizer that will help compare rural, urban, and suburban communities. On this presentation, the students will get the definitions of the three different types of communities. Then the students will see two videos that describe the differences between a rural, urban, and suburban community. This all helps their understanding and helps fill out the graphic organizer.- When the presentation is done, the students will have a brief discussion with the teacher about the key points to each of the three communities. They will have to choose one of these types to start their ideal community.- After the discussion is completed with the students, the teacher will hand out the brainstorming paper from the previous day, the final project key points paper, and the material list. The brainstorming sheet and key points paper will help students clarify how their project will end up

looking like. The material list is the list of materials that the students will need to complete their project.- As the students are working on their papers, the teacher will be walking around to help the students clarify any confusion or questions. Students can take turns using the computer if needed. Students will have 30 minutes to work on this. The teacher will also send home a note to parents to let them know that their child is completing the final project and they will need materials to be sent in the next day.- When the time is up, the students can hand their papers to the teacher. The teacher will make copies of their papers to go home, and the originals will stay in the filing cabinet so they are not lost.g) Materials and Resources: - SmartBoard (with computer and internet access)- PowerPoint Presentation- Videos: http://www.youtube.com/watch?v=GuF2o7SaRWU&feature=related and http://www.youtube.com/watch?v=gGUkjzPS9sU- Printed copies of presentation (for notes)- Graphic organizer (compare and contrast three communities)- Textbook: Macmillian/McGraw-Hill Social Studies: We Live Together (Unit 1, Lesson 2)- Pencils- Computers- Brainstorming paper (hand back out)- Final project key points paper- Materials list (for final project)- Note to parents

a) Session #3: Rules, Rights, and Responsibilities in Communities b) Time: 75 minutes. 35 minutes (PowerPoint presentation and videos), 5 minute (whole group discussion), 5 minutes (hand out materials), 30 minutes (work on final project and feedback)c) General: During this lesson, students will be learning about the rules and responsibilities of citizen in a community. This was briefly discussed in the first session, but now they will have a better understanding of following the rules, laws, and responsibilities of citizens. Students will also be working on their final project, and the teacher will be meeting with groups providing them with feedback to make sure they are on track.d) Goal(s): The goals for this lesson is to understand that citizens have rights, rules, and responsibilities, that citizens can work collaboratively to make hard decisions, and the students will begin to develop a finished project with the materials they have.e) Logistics: In this lesson, students will be sitting in their small groups, and be working with them as well. If there is any need for preferential seating, it will be done before the session begins. In order for students to learn about the rules and responsibilities of citizens in a community, a PowerPoint presentation with videos will be used. This will be the whole group instruction giving students the needed information about following the rules and laws, as well as the rights and responsibilities of citizens. Afterwards, students will work collaboratively in their small groups to work on their final project. The teacher will distribute and collect materials and place them in the filing cabinet, closet, or metal closet.f) Teacher Narrative:

- Since this is a more difficult session, videos will be used to help support the students’ understanding. First, the students will be told they will be learning about the rules, rights, and responsibilities of citizens in a community. After this, two videos will be shown on rules and responsibilities. Once the videos are completed, the teacher will define a few vocabulary words (citizen, rules, rights, responsibilities).- After the videos are shown and the vocabulary words are defined, there will be a discussion about what the students learned. This will help to clear up any confusion and answer any questions that the students have.- Once the discussion is completed, the teacher will hand out any of the papers that the students need. This could be the brainstorming paper and the key points paper.- When the necessary papers are handed out, the students will get their materials needed for their final project and work on it with their group. During this time the teacher will meet with each group and provide them with feedback. This will help make their final project look clearer, and will help to make sure that they are on the right track to get this project completed. If students are not doing what is needed, the teacher can help to redirect their project to make sure they are completing it correctly. Students can also look on the computers to help look for any necessary information.- When the time is up for the session, the students will be handing back in any papers or materials to the teacher. They can be placed in the filing cabinet, closet, or metal cabinet. This ensures the safety of each group’s materials. g) Materials and Resources:- SmartBoard (with computer and internet access)- PowerPoint Presentation- Videos: http://www.youtube.com/watch?v=Ed8YLNk_nYA&feature=relmfu and http://www.youtube.com/watch?v=T_EgBcf88yc- Printed copies of presentation- Textbook: Macmillian/McGraw-Hill Social Studies: We Live Together (Unit 1, Lessons 3, 4)- Pencils/Crayons/Markers/Colored Pencils- Scissors- Construction paper/magazines- Computers- Final project key points paper (hand back out)- Student Materials (for final project, they bring in)

a) Session #4: What is in my community? b) Time: 65 minutes. 20 minutes (PowerPoint and discussion of students’ community), 5 minutes (hand out materials), 40 minutes (work on final project and feedback).c) General: During this lesson, students will discuss what they have in their own community. The student’s community will serve as an example for studying and understanding other communities. This will help them to learn about what kind of community they live in, and be able to compare it to the other communities that they have learned about. They will also begin to put final touches on their final project. There might possibly extra time provided before the fifth session for students to complete their final project (bring project home, or one day in class just putting finishing touches on project).

d) Goal(s): The goals of this lesson are for the students to compare their community to other communities, identify important components of their own community, and put finishing touches on their final project.e) Logistics: While the students work, they will be sitting with their small group that they are working with on the final project. If preferential seating is needed, it will be done before the session begins. First, the students will receive whole group instruction using the PowerPoint Presentation. After, the students will work collaboratively in their small groups to put their finishing touches on their final project. The necessary materials that are needed can be found in the filing cabinet, closet, or metal cabinet. Students will know where their material is. The graphic organizer will be distributed by the teacher.f) Teacher Narrative:- The teacher will announce to the students that they will learn about their own community today. This will give them any final ideas and thoughts to put into their final project. To complete this session, the students will be active participants in a PowerPoint presentation. In this presentation, the students will learn about what type of community they live in, benefits of their community, transportation, key places and what type of houses, key individuals and jobs, and the rules and responsibilities they need to follow in their community. While they are doing so, they will be filling out a graphic organizer that was distributed by the teacher.- After the presentation is completed, they will have a quick discussion led by the teacher on how their community compares to the other types.- Once the students complete the discussion, they will be able to get the materials they need for their final projects. They can be found in the filing cabinet, closet, or metal cabinet. The teacher can help the students to find their materials.- When all the materials are distributed to the correct groups, the teacher will be doing two things. The first will be to clarify any questions the group has, and the second is to provide them with feedback on their final project. Students should be putting final touches on their projects, and the teacher’s feedback can assure if they are doing it correctly. If the students are doing their project wrong, or are not close to being finished, they will have the opportunity to work on the project at home or when they have free time in school. The students will be given a couple of extra days before presenting.- After the session is over, if their projects are completed the teacher will collect them and put them in a safe place. If they are not completed, they can take them home or work on them during their free time in school. They will be given a couple of extra days to complete the work. Any final projects not completed and are staying in school can be placed in the closet or metal cabinet.g) Materials and Resources: - SmartBoard (with computer and internet access)- PowerPoint Presentation- Graphic Organizer- Textbook: Macmillian/McGraw-Hill Social Studies: We Live Together- Pencils/Crayons/Markers/Colored Pencils- Materials (for final project)

a) Session #5: Presentation of Ideal Communities b) Time: 60 minutes, 10 minute presentation for each group (set up, presentation of project, and feedback). c) General: During this session, each group will present their final projects. As they present, their peers and teacher will be grading their presentation. They will each get ten minutes to hand out materials, present their project, and respond to any questions. The teacher will provide them with feedback after any student questions.d) Goal(s): Present a completed final project in the allotted time, showing each group’s full understanding of the unit that was presented to them.e) Logistics: Each student will sit with their group as other groups are presenting. If preferential seating is required, students will be sat near presenters. This will be considered whole group instruction on each group’s view of an ideal community. Students will be handing out any required materials, and the teacher will hand out the rubric papers.f) Teacher Narrative:- During this session, the students will be presenting their final projects. Each team will get ten minutes each. This is ten minutes to set up, present, and take questions at the end of their presentation.- As each group presents, the teacher will be timing each group to make sure that they are staying within their time constraints. The teacher will also hand out grading rubrics for each group presenting in order for students to grade their peers.- The teacher will also be responsible to make sure the class is paying attention to each presenting group. Groups will be graded by the teacher too, so the teacher is responsible to pay attention to the details in the presentation as well.- Once each group completes the presentation, the teacher will collect their final project, and they will have time to answer any student questions. However, if the ten minutes are up, they will only be able to answer three questions.- After all the students are done presenting, the teacher will discuss the positives that were seen in the presentations and that will conclude this unit on communities. Students will receive their grades a few days later after the teacher completes the peer evaluations and compares it to the teacher evaluation. g) Materials and Resources:- SmartBoard (and connecting computer)- Printed note sheets for presentations (if needed)- Rubric papers- Pencils

http://www.slideshare.net/Stosuy32/what-is-a-community-8795001

http://www.slideshare.net/Stosuy32/final-project-justin-stosuy-edse-604

Name: _______________________Session # 1 – Graphic Organizer

Community

Law Citizen

Responsibility

Need Want

Name: __________________________Brainstorming Sheet

Fill out this sheet for ideas on how to create the ideal community project.

Project Ideas:

Possible materials:

Ideas for community:

Name: _________________________Final Project Outline

As a part of this unit on Communities, you will be making a project with a group of your peers. This project will show your understanding of communities, and how to use that information to create the ideal community. Here are some of the key points you will need to include in your project:

- Type of community- Jobs/Individuals found in community- Citizen’s rights and responsibilities- Needed places and resources- Type of housing- Transportation- Extra/other

This project can be displayed in many ways. If you have an idea on how you will complete it, ask the teacher for approval. Here are a few ideas on how to create this project:

- PowerPoint Presentation- Poster Board- Collage (magazine/online images)- Pamphlets- Interactive presentation- Student Created Book- Internet website

With this project, you will be graded two ways in three different areas. You will be graded by your peers and the teacher. The three areas that you will be graded in will be content included, overall effectiveness of the presentation, and the overall group effort. Make sure that you look at the rubric, and all the other final project papers to make sure that you are answering all the necessary questions.

A Rubric for Evaluating the PBL Project – CommunitiesCategory Poor

[0 Points]Good [3 Points]

Excellent[5 Points]

Total Points

Overall Presentation

Presentation and project are not organized well and at times is confusing. It is unclear what their point is, what information was to be included, and what the objectives, goals, and procedures are for the project.

Presentation and project is almost completely organized. Most information is clear, and ideas easily flow from one to the next. It is questionable what their point is, what information was to be included, and what the objectives, goals, and procedures are for the project.

Presentation and project clearly organized. All information is clear, and easily flows from one to the next. There is no question what their point is, what information was to be included, and what the objectives, goals, and procedures are for the project.

Information about Communities

No information from presented sessions is clearly shown.

Information is presented from the sessions, but some important points are missing.

Information is clearly presented and all key points are addressed in the presentation.

Group Involvement

Shows no group effort was put into the project.

Shows that some team effort was put into project and presentation, but not full involvement by everyone in the group.

Shows that every member contributed to the project and presentation, and each had a fair share of responsibilities.

Final Project Example (PowerPoint Collage)

Name: _______________________Session # 2 – Graphic Organizer

Urban Suburban

Rural

Name: _____________________Key Points Sheet

Fill out this sheet to make sure you are meeting the key points for the final project.

Type of Community:

Type of Jobs:

Citizen’s Rights:

Citizen’s Responsibilities:

Needed Places:

Needed Resources:

Extra/Other:

Name: ___________________Materials List

Write down any materials that you will need to complete your final project. Make sure you write everything that you will need (Example: scissors, computer).

Materials Needed:

DATE

Dear Parents,

This week, we have been learning about the three different types of

communities (rural, urban, suburban). As a part of this unit, the children

will be creating a Project Based Learning assignment with a group of their

peers. Today, each group decided the materials that they will need in order

to complete their assignment. Attached is a photocopied sheet of the list of

materials that their group said they needed. As homework, please get

these needed materials with your child tonight and please send back into

school tomorrow. It is very important that the materials are sent in

tomorrow as they will be working on this project all week. Thank you for

your cooperation!

Sincerely,

Name: _______________________Session # 4 – Graphic Organizer

My Community

Jobs Resources

Responsibilities

Key Places

Transportation