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Maps and Local Community

Description: 

 

In this unit, students will learn about how places in a community tell us about the people who live and work there. Experiences in this unit include a walking field trip to a local shopping area. Students will create maps, inquire about communities, and express opinions about important parts of our community.

Learning Targets: 
Students will be able to compare and contrast our community with communities in other countries and times.
Students will be able to identify and use key features of a map.
Students will be able to discuss the important parts of a community.
Students will be able to express an opinion about an essential part of our community.
Link: 
Maps and Local Community
https://docs.google.com/document/d/1v3AWEmydmns2pUeQYPox_EzHIP8OQGQ6Dg2ahdvUDSk/edit
AttachmentSize
File Luke Willson - AAPS TBDL Blended Unit Planning Document #1.docx17.55 KB
Author: 
luketwillson
Content Area: 
Social Studies
Geography
Language: 
English
Resource Type: 
Unit
Licensing: 
Creative Commons Licence
Grade: 
2
Common Core Language Arts
Common Core Language Arts: 
CCSS.ELA-Literacy.CCRA.W.2
Tags: 
maps
local community

How are the standards/objectives assessed?

Students use Poplet to make observations about how modern A2 has changed and how it has stayed the same. (Formative Assessment)

Students draw their own map of our playground. (Summative Assessment)

Students  write an opinion about the most important place for them to know about (Summative Assessment)

Students work in small groups make a large map of an imaginary community . It should include key features of a map and important features of a community (Summative Assessment)​

Students make a Seesaw post about how Ann Arbor has changed and stayed the same from the past. (Summative Assessment)

​Teacher uses Plickers to assess whether students are able to visually identify these things. (Formative Assessment)

​Students use Seesaw to label parts of a map using vocabulary (Formative Assessment)

​Students choose a community job and write a speech about why it is so important. They make a Green Screen Video of their speech (along with costume) (Formative Assessment)

Students use Seesaw to take a video or picture of their community map. They will make an audio recording explaining their choices about which features of a community they included. (Summative Assessment)

 

Student prerequisite skills and knowledge

Instruction on the various tools and resources (such as Seesaw) can be embedded into the unit.

How is the concept or procedure explained or demonstrated?

Students make a green screen video of a speech about a community job.

Students create their own imaginary community and describe the people within it.

Students compare and contrast the local community in the past and present.

What concepts or procedures are being explained or demonstrated in this lesson object?

What places in a community tell us about the people who live and work there.

How places change over time.

Why people choose to stay or move to certain places.

What was your experience, both successes and challenges, using this lesson object with your students?

This is an in-depth inquiry into maps and the local community. My biggest suggestion is simply to take your time with it. Students will need plenty of opportunities to share their experiences and work with each other.