Grade 02 Social Studies Unit 05 Exemplar Lesson 03: Resources, Weather ...

Grade 2 Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 4 Days

Grade 02 Social Studies Unit 05 Exemplar Lesson 03: Resources, Weather, and Hazards

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students' needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child's teacher. (For your convenience, please find linked the TEA Commissioner's List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis Students look at the weather and seasonal patterns, natural resources, and natural hazards of different regions and consider how these physical characteristics affect settlement patterns. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at .

2.7 Geography. The student understands how physical characteristics of places and regions affect people's activities and settlement patterns. The student is expected to:

2.7A Describe how weather patterns and seasonal patterns affect activities and settlement patterns. 2.7B Describe how natural resources and natural hazards affect activities and settlement patterns. 2.7C Explain how people depend on the physical environment and natural resources to meet basic needs.

Social Studies Skills TEKS

2.18 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts.

2.19 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 02 Social Studies Unit 05 PI 03

Given a choice of regions, choose a region you think would be best to live in. Write a poem about the region justifying your choice and providing information on natural resources, natural hazards and weather patterns; how the physical characteristics of the region affect people's activities; and how people use the physical environment and natural resources to meet basic needs.

Standard(s): 2.7A , 2.7B , 2.7C , 2.19B , 2.20B ELPS ELPS.c.5B

Key Understandings

Availability of natural resources and the effects of natural hazards and weather patterns determine people's activities and settlement patterns.

-- How do weather patterns and seasonal patterns affect activities and settlement patterns? -- How do natural resources and natural hazards affect activities and settlement patterns? -- How do people depend on the physical environment and its natural resources to meet basic needs?

Vocabulary of Instruction

weather pattern seasonal pattern

settlement pattern physical environment

natural resource natural hazard

Last Updated 05/06/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 2 Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 4 Days

Materials

Refer to the Notes for Teacher section for materials.

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Handout: Regions of Texas Map (optional, 1 per student)

Handout: Natural Resources in Texas (1 per student)

Handout: Weather Matching (1 per student)

Handout: Natural Hazards (1 per student)

Teacher Resource: Natural Hazards KEY

Resources

Information on natural resources in Texas, including oil and gas Information on ecology regions of Texas (trees) Information on water in Texas Possible optional poems about the weather, seasons, where people live, natural hazards, natural resources.

Deserted Island by Kristen Otto Desert Island by Jim O'Donnell Water of Life by Reinette J. Rensburg Who has seen the Wind by Christina Rosetti Stopping by Woods on a Snowy Evening by Robert Frost Rain, Rain, Go Away U.S. Geological Survey website:

Advance Preparation

1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Collect information about natural hazards from books and websites. 6. Prepare materials and handouts as needed.

Background Information

Natural hazards, natural resources, weather and seasonal patterns affect communities and peoples' settlement patterns.

region ? areas of the Earth's surface that have similar physical or human characteristics distinctive from the characteristics of neighboring areas settlement pattern ? distribution of human activities across the landscape and the spatial relationship between these activities and features of the natural and social environment weather pattern ? the state of wind, temperature, and precipitation a geographic factor that is a physical characteristic of place

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the "My CSCOPE" Tab within the "My Content" area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures ENGAGE ? Basic Needs

Last Updated 05/06/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD

Notes for Teacher NOTE: 1 Day = 50 minutes Suggested Day 1 ? 10 minutes

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Grade 2 Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 4 Days

1. Show a picture of a deserted island, or read a poem about a deserted island. Ask:

If you were on a deserted island, what would you need?

2. In triads, students brainstorm a list of items they would need, placing them in three categories ? Food, Clothing, and Shelter (i.e., an axe to build a shelter.)

3. Students share their ideas with the class.

4. Continue the discussion by asking students to think about the food, shelter and clothing that are typical in the local community. Ask questions such as:

Where do these things come from? What are they made of?

Materials:

poem about a deserted island (optional) picture of a deserted island (optional) chart paper pictures of an island

Attachments:

Handout: Regions of Texas Map (optional, 1 per student)

Purpose: Explore the idea that people use the natural resources in their community to meet their needs.

5. Divide students into three groups. The first group brainstorms where the food they eat comes from (other than the grocery store). The second group brainstorms what the shelters they live in are made of. The third group brainstorms what their clothing is made from. (Some groups may speculate on how those things get to be the products they use.)

6. Facilitate a discussion where student share their ideas and begin to see a relationship between products they use and basic needs. They also see that the products come from somewhere and are made from natural resources. After they compile their list, students circle any of the items on their list that might come from the local community.

7. Show students a map of Texas. If desired, use the Handout: Regions of Texas M a p.

TEKS: 2.7B, 2.7C

Instructional Notes: Poems and pictures can be found through an Internet search. The library or classroom materials may contain resources that could be used.

Students need to think about how the physical characteristics of a place affect how we live. Near the ocean, fresh fish is readily available. People play at the beach. In Ft. Worth, fish has to be trucked or flown in. When people want to swim, they have to go to a pool or water park.

8. Ask students what kinds of fresh foods might be found more easily in one area than in another. (For example, you may more readily find fish and citrus in Corpus Christi than in Ft. Worth, excluding grocery stores.)

9. Set the goal of the lesson by using words such as:

Many things in the physical environment affect our lives. Natural resources help people meet their needs. People depend on natural resources and other features of the physical environment to meet basic needs. Weather and the seasons are features of the physical environment. They affect the activities of people in an area/community. They affect where people live. How do the seasons and weather affect how people meet their basic needs? How might the seasons and weather affect where people settle? How might the seasons and weather affect activities of people?

EXPLORE ? Natural Resources

Suggested Day 1 continued ? 30 minutes

1. Students brainstorm (recall) the meaning of the term Natural Resources and give examples.

2. Display maps showing the location of some resources in Texas (see Materials in Notes for Teacher). Students interpret the maps to make inferences about Texas natural resources such as oil and gas, trees, and water.

Materials:

information on natural resources in Texas, including oil and gas: information on ecology regions of Texas (trees): information on water in Texas:

3. Students consider how the natural resources of a place affect the people that live there, including where they choose to live and the activities they perform as a result of the natural resources (i.e., natural resources provide raw materials for products; people make a living as a result of natural resources; natural resources help meet basic needs; and people live where natural resources are available).

4. Facilitate a discussion where students share their ideas and the teacher provides or corrects information. Highlight natural resources in the local area and contrast them with natural

Instructional Notes: In Kindergarten (TEKS K.5A) and Grade 1 (TEKS 1.6AB), students were introduced to natural resources. Natural resources are items provided by nature from which people produce goods and provide services. Some examples of natural resources include water, soil, trees, and oil as well as minerals and metals such as gold and iron ore. Even abundant fish can be a natural resource.

Last Updated 05/06/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 2 Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 4 Days

resources in another region of the state. (Regions of the state include the following: Mountains and Basins, Great Plains, North Central Plains, Coastal Plains). Pose questions such as:

What are natural resources? What are some examples of natural resources found in Texas? What are some examples of natural resources found in our area? How do these natural resources affect the activities of people in the area?

5. Use the textbook and other classroom materials to provide further background on the regions of Texas and their natural resources, landforms, and other physical characteristics.

EXPLAIN ? Natural Resources

Suggested Day 1 continued ? 10 minutes

1. Distribute the Handout: Natural Resources in Texas.

Attachments:

2. Students draw and label a picture of a natural resource in each of the boxes around the map and draw lines from the boxes to at least one area of Texas where the natural resource is found.

Handout: Natural Resources in Texas (1 per student)

3. Add a sentence or drawing to each box to tell or show how the natural resource affects activities of people in the area.

4. Students share their maps with a partner while the teacher circulates, probing with questions, correcting misinformation, and providing additional information as needed.

EXPLORE ? Weather and Seasons

Suggested Day 2 ? 35 minutes

1. If desired, read poems about the weather and seasons or show pictures of the weather and seasons (optional).

2. Students name the four seasons, which the teacher scribes in four quadrants of the board or chart/butcher paper.

3. Students discuss the types of weather that occurs in each of the seasons, contributing to the list.

4. Continue the discussion, bringing in effects of the physical environment on human activities by asking questions such as:

Materials:

poems about seasons (optional) pictures of the seasons (optional) chart/butcher paper construction or manila paper glue scissors

Attachments:

Do you play differently in winter than in summer? What sorts of things change when you play in the winter than when you play in the winter?

Handout: Weather Matching (1 per student)

Purpose: Weather and seasons affect the activities of people.

5. Add activities to the lists for the seasons.

6. Help students come to the conclusion that the physical environment affects human activities. To consider how the weather and seasons affect activities of people use questions such as:

TEKS: 2.7A

Instructional Note: Poems for the seasons can be found online or in the library.

We just learned about how natural resources affect things people do. How do the seasons and weather affect people's activities?

7. Distribute to each student the Handout: Weather Matching and a piece of construction or manila paper.

8. Students should fold the construction or manila paper into four equal sections.

9. As a class, using a reading strategy that is successful for your class, read aloud the four brief passages about the weather and seasons.

10. Students cut apart the four passages and four strips of pictures.

11. They need to independently re-read the passages and match each passage to the pictures that are the best match.

12. Once the students have made their matches, they should glue one passage and one strip of pictures into each of the four sections of the colored paper.

Last Updated 05/06/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD

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Grade 2 Social Studies

Unit: 05 Lesson: 03 Suggested Duration: 4 Days

13. After the students have made their matches, they meet with a partner and briefly discuss why they made their matches.

14. Display a map of Texas and discuss various regions of Texas (Regions of the state include the following: Mountains and Basins, Great Plains, North Central Plains, Coastal Plains). Guide a general discussion about how the weather and seasons differs in different regions.

15. Facilitate a discussion where students speculate on how the weather and seasons affect people's activities, where they settle, and how people meet their needs for food, clothing, and shelter (i.e., people grow different foods depending on the weather and seasons; people dress differently in response to the weather/seasons; houses may be different as a result of weather patterns with more or less insulation, more or less air conditioning, situated to take advantage of or block wind, on stilts because of floods).

How might the seasons and weather affect where people settle? How might the seasons and weather affect activities of people?

EXPLAIN ? Weather and seasons

Suggested Day 2 continued ? 15 minutes

1. In each of the four quadrants of their manila paper, students should write a sentence to provide an example of how weather patterns and seasonal patterns affect activities and settlement patterns and how people meet their basic needs (i.e., in cold weather, people dress differently in response to their need for shelter they do different things ? they do not swim in the lake in the winter, some foods are not available in the winter because they grow in the summer).

Materials:

completed manila paper chart from Explore

EXPLORE ? Natural Hazards

Suggested Day 3 ? 20 minutes

1. Post the following sentences prominently in the classroom:

Materials:

Natural hazards can destroy human life and property. Natural hazards are not caused by people.

pictures and information on natural hazards:

2. Ask students if they have heard of any natural hazards. Students may be familiar with different natural hazards depending on where they live and can share information.

Attachments:

Handout: Natural Hazards (1 per student) Teacher Resource: Natural Hazards KEY

3. Prompt students as they think.

What things caused by nature can be dangerous for people? (hurricanes, earthquakes, tornadoes, volcanoes, fires, floods, insect infestations)

Purpose: Natural hazards affect the activities of people as well as their settlement patterns.

TEKS: 2.7B

4. After students share their thoughts, distribute the Handout: Natural Hazards.

5. In pairs, students read the information page and then complete the questions independently.

6. After students have completed the questions, students meet in pairs to check their work against the information page (see Teacher Resource: Natural Hazards KEY).

7. Facilitate a discussion where students relate natural hazards to settlement patterns (i.e., people may choose not to live in areas that are prone to natural hazards; they may adapt building techniques to build shelters that better withstand natural hazards ? build houses on stilts, use materials that will not burn) and relate natural hazards to activities (i.e., training on what to do in a natural hazard emergency.)

Instructional Notes: A natural hazard is a process or event in the physical environment, not caused by humans and not predictable, but which can destroy human life and property. Natural hazards include hurricanes, earthquakes, tornadoes, volcanoes, fires, floods, and insect infestations. Fascinating information on natural hazards is available at the U.S. Geological Survey website:

EXPLAIN ? Natural Hazards

Suggested Day 3 continued ? 15 minutes

1. Distribute drawing paper to students.

Materials:

2. Students draw a picture of two natural hazards and tell how the natural hazard affects people's activities and settlement patterns (orally or in a caption).

paper for drawing

ELABORATE ? Summarize

Suggested Day 3 continued ? 15 minutes

1. Bring all learning together in a discussion where students use academic language to explain how people depend on the physical environment and natural resources

Last Updated 05/06/13 Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD

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