2nd Grade Social Studies: Urban, Suburban, and Rural Communities Lesson Plan PDF

2nd  Grade   Social  Studies  (NYC  Houghton  Mifflin)   Unit  3:  Urban,  Suburban,  and  Rural  Communities     Lesson:  1   Teaching  Point:  Today  I  will  learn  about  different  types  of  communities  and  how   Unit:  ...

2nd  Grade   Social  Studies  (NYC  Houghton  Mifflin)   Unit  3:  Urban,  Suburban,  and  Rural  Communities     Lesson:  1   Teaching  Point:  Today  I  will  learn  about  different  types  of  communities  and  how   Unit:  3   to  locate  them  on  a  map.     Essential  Question:  Why  and  how  do  communities  develop  differently?   Date:   Standards:   -­‐ Ask  and  answer  such  questions  as  who,  what,  where,  when,  why,  and  how  to   demonstrate  understanding  of  key  details  in  a  text.  (CCLS.2.RI.1)   -­‐ Make  connections  between  self,  text,  and  the  world  around  them  (text,  media,   social  interaction).  (CCLS.2.RI.11)   -­‐ Communities  can  be  characterized  as  urban,  rural,  or  suburban.  (NYC  Scope   and  Sequence  3.1d)   -­‐ Environmental  factors  influence  the  lifestyles  of  community  residents,  such  as   schools,  buildings,  sports  and  recreation  facilities,  extreme  weather   preparation.  (NYC  Scope  and  Sequence  3.1a,  3.1e,  3.2a)   -­‐ Features  of  urban,  rural,  and  suburban  communities  are  different.  (NYC  Scope   and  Sequence  3.1d)   Vocabulary   Rural  Areas:  places  in  the  country  with  a  lot  of  open  spaces.   Urban  Areas:   Suburban  Areas:     Farming:  growing  crops  or  raising  animals   Materials -­‐ SMART  Board   -­‐ Social  Studies  Notebook   -­‐ Social  Studies  Textbook  (Student  and  Teacher  Editions)     Launch   Unit  3  introduces  children  to  reasons  communities  develop  in  certain  places.  It   continues  with  a  discussion  of  urban,  suburban,  and  rural  communities  and  how   life  differs  among  them.     Introduce  two  vocabulary  terms  rural  area  and  farming  on  the  SMART  Board.   Have  the  students  write  these  words  down  in  their  Social  Studies  notebooks.  Tell   the  children  that  we  will  be  reading  a  Read  Aloud  and  the  reading  goal  will  be  to   understand  what  these  words  mean.  The  Read  Aloud  is  a  story  about  Marcus,  who   is  from  an  urban  area,  and  Leon  who  is  from  a  rural  area.  They  are  getting  to   know  each  other  on  the  first  day  of  school.  Their  school  is  about  60  miles  west  of   New  York  City,  in  New  Jersey.   Reading  Goal:  When  reading  “From  City  to  Country”  I  will  try  to  discover  the   meaning  of  the  vocabulary  terms  rural  area  and  farming.   Exploration   Have  the  students  listen  as  you  read  from  page  106J  of  the  Teachers  Edition  of  the   Social  Studies  textbook.       After  reading  “From  City  to  Country”  ask  the  student  if  they  can  suggest  a   definition  for  rural  area  and  farming.   Explain  that  rural  areas  are  places  in  the  country  with  a  lot  of  open  spaces.   Farming  means  growing  crops  or  raising  animals.     Engage   Have  the  students  open  their  textbooks  to  page  106  and  read  the  title  of  Unit  3.   Have  a  volunteer  read  “What  to  Know.”     Explain  that  communities  are  different  from  one  another,  but  they  are  also  alike  in   certain  ways  depending  on  where  they  are  and  how  they  change  over  time.   Children  will  learn  how  people  live  in  communities  in  large  cities,  suburbs,  and   small  towns.     Explain  that  the  essential  questions  in  “What  to  Know”  will  help  them  focus  on   this  big  idea  for  this  unit.     Application Have  the  students  turn  to  page  108-­‐109  in  their  textbooks  and  have  them  look  at   the  map.  Ask  the  students  what  the  title  of  this  map  is  and  what  they  are  looking   at.  The  title  is  ‘Urban,  Suburban,  and  Rural  New  York.’  Introduce  these  new   vocabulary  words:  Urban  Areas  and  Suburban  Areas.  Have  the  students  write   Written  by:  Ms.  Greenberg  http://www.teacherspayteachers.com/Store/Ms-­‐Greenberg     2nd  Grade   Social  Studies  (NYC  Houghton  Mifflin)   Unit  3:  Urban,  Suburban,  and  Rural  Communities     down  these  vocabulary  words  in  their  Social  Studies  Notebooks  as  well.  Explain   that  by  looking  at  this  map  we  will  develop  an  understanding  of  these  new   vocabulary  words.   Using  the  map,  ask  the  students  in  what  state  are  New  York  City,  Pine  Plains,  and   Roslyn?  They  are  all  located  in  New  York  State.   Then  ask  the  students  what  symbol  does  the  map  key  use  to  show  a  city?  The  map   key  at  the  bottom  of  the  page  uses  a  black  dot  to  show  a  city.   Using  the  visuals  on  the  map,  as  the  students,  which  place  named  on  the  map   looks  as  though  it  has  the  fewest  people.  Pine  Plains  looks  like  it  has  the  fewest   people.  Ask  if  any  of  the  students  remember  from  the  Read  Aloud  what  a  rural   area,  like  Pine  Plains,  is.     Then  ask  the  students  what  they  can  tell  about  New  York  City  from  the  picture  on   the  map?  New  York  City  is  a  busy  place  with  many  people  and  buildings.  Based   upon  this  picture  what  do  we  think  an  urban  area  is?   An  Urban  Area  is  another  name  for  a  city.   And  Roslyn  is  a  suburb.  Based  on  the  picture,  what  do  we  think  the  definition  of  a   Suburb  or  Suburban  Area  is?  A  Suburban  Area  is  a  community  near  a  city.   Closure To  conclude  this  lesson,  model  the  process  of  comparing  and  contrasting  soothe   students  can  begin  critical  thinking  for  themselves.  Ask  the  class,  “In  what  ways   are  New  York  City,  Roslyn,  and  Pine  Plains,  similar?  In  what  ways  are  they   different?”  You  may  want  to  model  answer  this  question.     By  looking  at  the  pictures,  I  can  see  that  all  three  places  have  buildings  so  people   must  live  there.  And  I  can  see  on  the  map  that  they  are  all  in  New  York  State.  They   are  similar  in  those  ways.  The  pictures  show  me  that  New  York  City  has  many   people,  but  Roslyn  and  Pine  Plains  have  fewer  people.  It  looks  like  Pine  Plains  has   the  fewest  of  all.  They  are  different  in  that  way.   Students  will  then  write  two  sentences  answering  this  prompt  either  in  their   notebooks  or  on  an  exit  slip:  In  what  ways  are  New  York  City,  Roslyn,  and  Pine   Plains,  similar?  In  what  ways  are  they  different?     Expectations of Students  should  develop  and  understanding  of  the  vocabulary  words  introduced   Student in  this  lesson.  Students  should  be  able  to  explore  critical  thinking  by  comparing   Learning and  contrasting  the  using  the  information  provided.     Assessment Student  comprehension  will  be  assessed  based  upon  the  quality  of  their  answers   written  in  their  notebook  or  exit  slips.  Students  will  be  assessed  based  upon   comprehension  of  vocabulary  terms  and  ability  to  think  critically.       Written  by:  Ms.  Greenberg  http://www.teacherspayteachers.com/Store/Ms-­‐Greenberg