Meghan EdSE 604

Unit PLAN TEMPLATE

A. General Plan for the Unit. 1. Class Description: Describe the class with which you will implement this unit of study (give a real class you work with or a hypothetical one- identify: grade level, Regular or Special Ed, approximate # of students)

The class that I will implement this unit of study with is a second grade general education classroom. There are 24 students in the classroom. 2. Title of Unit: My Community and Other United States Communities Curricular Theme: Places and Regions 3. Objectives: -Students will be able to differentiate between rural, urban, and suburban communities in the United State -Students will understand geography skills such as reading maps and globes, and analyzing the impact of the environment on the community. - Students will be able to create a map of their community - Students will understand how communities differ from place to place 4. Standards The Arts: y Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts. Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

Social Studies: Students understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions Technology: y Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

5. Strategy

Students will locate their community on a map. Students will be explained that they are learning about maps and will be learning how to create one.

Students will learn about different aspects of maps (directions, map key)

Students will read about the different parts of the community of their importance.

Students will draw a sample map of their community, and include a map key.

Students will read about different types of communities, and determine what type of community they live in.

Students will be introduced the Microsoft Paint program on the computer. Students will be instructed to practice using this program by creating different images of places in the community.

End product: Students will be asked to create a digital painting of a map of their neighborhood. They will use their original drawing as a reference for their digital painting. At the end of the project students will be paired up and critique one another s work. Students will make finals touches and/or changes after discussing the project with a peer. The paintings will all be put together into a slide show, and the students will present their map to the class. Objectives: -Identify and compare the physical, human, and cultural characteristics of different regions and people. -Create maps and diagrams that serve as representations of places, physical features, and objects -Students will work together to discuss ideas

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Rationale The learning standards include that students will be able to make a map. In the beginning of the unit students will not only learn about key concepts of a map, but they will be told that they will be creating their own map of the community. This will allow them to connect what they are learning with a real life situation. As the unit goes on, students will always keep in mind that they will be creating a map of their own community and will make personal connections with what they are learning.

7. Content 1. Students will be viewing maps to locate their community. A local map will be given out to the students along with one being on the overhead projector. 2. Students will read content from the textbook that will provide information about different concepts of a map. This will be discussed as a class.(McGraw Hill, We Live Together. 3. Students will use paper, pencils, and crayons to draw a sketch of a map of their community. 4. Students will be introduced to Microsoft Paint. They will practice several times using this program, before using it to create their final project. 8. Student Preparation: For students to be successful in this unit, they need to be aware of their own community. There will be a lot of discussion of the different places we see around our communities. The students will also need to know the key concepts of a map in order to create their own. They will need to be knowledgeable of how to use Microsoft Paint. This is something that will be taught during the unit and is necessary to complete the final project. 9. Motivation Students will be motivated by hands-on activities that will engage them in what they are learning. They will be able to use their creativity when creating a map of their community. Students will be motivated by relating what they are learning to personal experiences, and where they live. Technology is also vital in motivating students to learn and get involved, so it is an important part of the unit. Students will be motivated when using Microsoft Paint, because it will allow them to express themselves through art in a creative way. They will be able to show their hard work to the class through a slide show. 10. Technology

- Students will use Microsoft Paint to create their final project of a map of their community. They will get time to practice using the program before beginning their final project. This part of the learning will be assessed with a rubric. - Students final projects will be put together on a slide show and presented to the class. It will be presented with the overhead projector.

11. *Student Product/Performance: Students will be using Microsoft Paint on the computer to produce a map of their community. This map will include a legend and symbols as well. It will include pictures of different places in their community. They will be shown this example in the beginning of the unit so they have an idea of what they are working towards developing. EXAMPLE OF WORK:

12. Assessment Students will be given a rubric before starting their project, so that they are aware of their expectations. This rubric will be used to grade the various parts of the final project.

Making A Map : of My Community

Teacher Name: Meghan Torchen

Student Name: CATEGORY 4

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Neatness of Lines in painting Color and Lines are straight, all errors have been neatly corrected and all features are colored completely. Knowledge Gained When shown a blank base map, the student can rapidly and accurately label at least 8 features. All of the labels/features can be read easily.

Lines on painting are straight, most errors have been neatly corrected and most features are colored completely. When shown a blank base map, the student can rapidly and accurately label 6-7 features. Most of the labels/features can be read easily. Legend contains a complete set of symbols, including a compass rose.

Lines on painting are straight, most errors have been neatly corrected and most features are colored completely. When shown a blank base map, the student can rapidly and accurately label 5 features. Some of the labels/features can be read easily.

Many lines, corrections of errors, and/or features are not neatly done.

When shown a blank base map, the student can rapidly and accurately label fewer than 5 features. Most of the of the labels/features can not be read easily.

Labels & Features Neatness

Map Legend/Key Legend is easyto-find and contains a complete set of symbols, including a compass rose. Places on the map Students have drawn at least 8 features of their community.

Legend contains Legend is absent an almost or lacks several complete set of symbols. symbols, including a compass rose. Students have less than 5 features of their own community.

Students have 6- Students have 5 7 features of their features of their community. community.

13. Modifications/accommodations: - Students that are visually impaired will be placed in the front of the classroom. -Students with ADHD will be allowed breaks during the lessons. They will be allowed to get up and help the teacher with handing out supplies. - Students with learning disabilities will be allotted extra time to work on their projects. B. *Session by Session PROCEDURE/IMPLEMENTATION PLANS

a) Session Title and/or Number: Session 1: Introduction to Maps b) Time 1 hour c) General

Lesson will begin with an introduction to the project that the students will be working towards developing in this unit. I will show them an example of the map that I made. I will explain that we will be learning about maps and communities, and will be creating our own maps of our communities. When they go home they should make observations of places in their community. y y I will ask students what a map is used for, and give about 5 minutes for discussion. A map of a community will be shown on the smart board. I will ask the students what types of places they see on the map. (Streets, Houses, Stores)On the side of the board will be a list of map terms. I will tell the students that we are going to read a chapter in the textbook about parts of the map. Afterwards, we should be able to define the terms and locate them on the map. (10 minutes) In small groups students will read about the different parts of the map (15 minutes) After we finish reading we will go back to the picture of the map on the board. I will select students to come up to the smart board and use the pen to circle different parts of the map. (Legend, map symbols, directions)

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c) Goal(s) Students will be able to identify different parts of the map, which will lead to them being able to create their own map. d) Logistics The beginning of the lesson will start as a whole class. Once the students are asked to read the chapter about maps, they will work with a group of students at their tables. Once the reading is finished the students will come to the front of the room to sit in front of the smart board. The students will take turns coming up to the board to locate different places, symbols, and parts of the map. e) Teacher Narrative While the students are reading in groups, they will be instructed to take turns reading. I will be walking around the room to mediate the groups, and make sure the students are staying on task. When the students come together after the reading, I will observe which students are grasping the concepts of the map. f) Materials and Resources

-Smart Board -Text book (McGraw Hill, We Live Together ) -Community Map to post

B. *Session by Session PROCEDURE/IMPLEMENTATION PLANS

a) Session Title and/or Number Session 2: Living in a Community b) Time 40 Minutes c) General y y The session will begin by asking the students to make a list of different places in the neighborhood. Students will be given 5 minutes to brainstorm as many ideas as they After this is done, the class will share their ideas out loud. After this, as a class we w a chapter from the social studies text book about what a community is, and different the community. As we read the chapter, we will stop to discuss if the places we are reading about are in our community. After reading, students will look at their list, and pick one place in their community drawer a picture of.

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c) Goal(s) Students will learn about different parts of the community, and specifically their own community. This will eventually builds towards putting these places in their own map o community. d) Logistics Each student will remain at their desks while they come up with a list of places in their neighborhood. As a whole class we will discuss the ideas we came up with. Students will co the front of the room for this. Then, together we will read the chapter about parts of the com while discussing it. Students will be instructed to go back to their seats and drawer a picture place in their community. They will be asked to use pencils, and I will distribute crayons. St will then share their work with their peers. A folder will be started for each student to put th

finished work in. e) Teacher Narrative Directions will be clearly written on the board for students to make a list of places in their neighborhood. To get ideas flowing, I will give them one example (Park) Then have them go from there. When it is time for students to draw a place in their community, I will instruct them to pick any place they want. f) Materials and Resources -Social Studies notebooks to make their list of places in their neighborhood -Text book (McGraw Hill, We Live Together ) -Drawing paper, crayons

B. *Session by Session PROCEDURE/IMPLEMENTATION PLANS

a) Session Title and/or Number Session 3: Sketching a Map b) Time 30 minutes c) General Students will be given out their Communities and Maps Unit Folder. The contents in this folder will include the definitions of the parts of the map, the list of places in the community, and the picture they drew of a place in their community. On the SMART board I will display the community map that we looked at during the first session. The students will be given paper, and asked to drawer a sketch of their own community, that would represent different places. The final work will be shared with their peers, and placed in their unit folder.

c) Goal(s) The goal in this session will be to have a sketch of their community. This sketch will be used as a reference when creating their final project on Microsoft Paint d) Logistics - Students will be sitting at their desks to complete this assignment on their own. They are able to communicate ideas with the students sitting around them. Their sketches will be stored in their unit folders to take out during the following sessions. e) Teacher Narrative Directions for this assignment will clearly be written on the board. Together as a class we will go over each step. I will have the class repeat back to me what they are expected to do. Before starting, I will review with the students the parts of the map and the community. I will have the map of a community on the board as an example. f) Materials and Resources -Smart board to display map -Regular white board to list instructions for assignment - Unit folders with all materials that have been previously completed -Paper, crayons

B. *Session by Session PROCEDURE/IMPLEMENTATION PLANS a) Session Title and/or Number Session 4: Different Types of Communities b) Time: 30 minutes c) General -Students will break into groups of 3. They will read a passage in their social studies text book on different types of communities. -As a group students will make a chart on paper. On this chart they will list the characteristics of urban, rural, and suburban. They will include what types of places you may find in these communities.

-Class will come together in the front of the room to share their ideas. This will lead to the discussion of what type of community we live in, and its characteristics.

c) Goal(s) The goal of this session is for students to discover that communities are different all over. This will lead them to identify unique characteristics of their own community, which they will express on their final map. d) Logistics Students will be reminded of how to work cooperatively in a group. The students will be placed in groups of 3. The smaller the group, the more opportunities each student has to share their ideas. Each group will be given chart paper, and will divide the paper into three parts ( urban, suburb, rural ) At the end of the session the class will come together as a whole for discussion. e) Teacher Narrative In the beginning of the lesson the students will be told they are working in groups of three. We will go over the rules of working in groups, and remind students that everyone has a voice. The step-bystep directions will be on the board. We will go over the instructions. As groups are working I will be walking around to facilitate. f) Materials and Resources -White board ( for directions) -chart paper -writing utensils -Social Studies text book (McGraw Hill, We Live Together )

B. *Session by Session PROCEDURE/IMPLEMENTATION PLANS a) Session Title and/or Number Session 5: Introduction to Microsoft Paint

b) Time 40 minutes c) General o The session will open up by explaining to the students the final project they are going to be completing using Microsoft Paint. Their final project will be to complete a map of their community using Microsoft Paint. They will need to include different parts of a map such as symbols, a legend, and directions. o Using the computer lab, each student will have their own computer. We will go through the different tools of Microsoft paint together, while I am showing them on an overhead projector. o I will then give the students time to practice using Microsoft Paint. I will tell them to practice drawings of different parts of the community. c) Goal(s) - Students will learn how to use Microsoft Paint. They will practice using it, which will help in the process of their final project. d) Logistics The students will each be seated at their own computer. They will begin with whole group instruction as we go over how to use the tools in the program. Then, they will work individually on practicing making pictures on Microsoft Paint. e) Teacher Narrative - I will be guiding the students through the Microsoft Paint program with an overhead projector as they sit on their individual computers following along and practicing. f) Materials and Resources - Overhead projector connected to a computer - Computer lab computers -Microsoft Paint

a) Session Title and/or Number Session 6: b) Time: 45 minutes

c) General Description of the session o This session will be in the computer lab. Students will have my example of the map I made on the overhead projector. There will be a list of things that should be included in their map. o Students will work independently and have the opportunity to be creative with their project. c) Goal(s) The goal of this session is for the students to use Microsoft Paint to complete their map of their community. d) Logistics This session will take place in the computer lab. Each student will have their own computer and be working independently. e) Teacher Narrative In the beginning of the session I will go over the directions for the project. The students will also each receive a copy of the directions for the project. They will also be given a grading rubric that will be used to grade their work. This will show them what is expected of them. I will keep an example up on the overhead so they have an idea of what is expected. f) Materials and Resources - List of directions for project -Rubric

a) Session Title and/or Number Session 7: Partner Critiques and Final Touches b) Time: 45 minutes c) General Description of the session y The session will begin with going over the importance of getting feedback and advice from our peers on our projects. We are helping one another, and not insulting one anothers work. (5 min.) During this session students will be paired up in partners. Students will be instructed to show

their partner their work, and give each other feed back on one anothers work. (15 min) y Students will then each work on their own computers in order to make any changes that they wish to make, and put final touches on their work.

c) Goal(s) The goal of this session is for the students to communicate with their peers, and share their critiques and advice. The students will use this critique to go back and fix what they may want. d) Logistics y y Each student will have a partner. The partners will sit next to one another in the computer lab and open their projects to show their partner. Students will work independently to finish their projects.

e) Teacher Narrative y y I will go over the importance of critiquing, and what some useful critiques may be I will walk around the classroom to facilitate the partnerships, and make sure students are giving effective advice.

f) Materials and Resources y y Computers Microsoft Paint

a) Session Title and/or Number Session 8: Presenting Final Projects b) Time 30 Minutes c) General y This lesson will take place in the classroom. We will use the Smart Board and the computer to present all of the projects that I have put together to create a slide show

We will go through each map and talk about what types of features we see, and things that we like

c) Goal(s) The goal of this session is to present the students final work. They could see the similiarities and differences among the work. Students will see how other students used different techniques to create their own maps. d) Logistics Students will come to the front of the room and sit in front of the smart board. This is where we will present the slide show. e) Teacher Narrative I will be standing in front of the board going through the slide and beginning class discussions as we view the different presentations. I will encourage students to ask questions to their peers, and give positive feedback on what they see. f) Materials and Resources -Smart board -Slide show of students final work