MATHEMATICS
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Time and Chronology |
|Grade Level Standard: |2-1 Utilize time and chronology. |
| |
|Grade Level Benchmark: |1. Use analog and digital clocks to tell time. |
|(I.1.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Have both kinds of clocks and discuss the differences and how both types tell time. Practice |Work Together Houghton Mifflin pg. 159B |
|telling the time daily at different times during the day. |(Two Ways to Tell Time) |
| |Judy Clocks |
|2. Students use student analog clocks in pairs and practice telling time to the hour and half hour.|Telling Time board or other games |
| |What time is it, Mr. Fox? |
|3. Play “What time is it, Mr. Fox?”, an outdoor game that teaches the order of hours. |Classroom Clock Activity |
| |(See attached) |
| | |
| | |
|New Vocabulary: Analog, digital |
Classroom Clock
Content Standard
Social Studies: Historical Perspective 1.1
Use analog and digital clocks to tell time.
Language Arts: Literature 5.1 Select, read, listen to, view and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
OBJECTIVE
Children will identify and discuss the similarities and uses of an analog and digital clock.
MATERIALS
Posterboard
Scissors
Felt-tip markers
Brass paper fasteners
Construction paper
Analog clock
Digital clock
BEFORE THE LESSON
Cut a large circle out of the posterboard. Divide the circle into sections and draw simple pictures to represent the classroom schedule. Cut a large arrow shape out of construction paper and attach it to the center using a brass paper fastener.
MOTIVATION
Teach the nursery rhyme, “The Mouse and The Clock.”
The Mouse and The Clock
Hickory, dickory, dock!
The mouse ran up the clock;
The clock struck one,
And down he run,
Hickory, dickory, dock!
DEVELOPMENT
Identify the two clocks as a group.
Discuss how these clocks are related.
Guide children into a discussion about time. Ask children to name their favorite “times” of the day. List responses on chart paper.
Display the “classroom clock” to the students. Talk about each activity that is represented on the clock. Explain to the students that after the last activity is completed, it will be time for them to go home.
Hang the classroom clock where the children can manipulate it. Throughout the day, select a different student to move the arrow to the next activity.
What time is it, Mr. Fox?
by DeWitt Doss
CONCEPTS
Listening, counting, and running
LESSON
The teacher starts the game by having all of the students lined side by side on one end of the gym. The teacher is “Mr. Fox” and stands about halfway from the children.
The students ask: “What time is it, Mr. Fox?”
Mr. Fox calls out a time (example 10:00 and the students take 10 steps forward).
This continues until Mr. Fox says it is “Midnight.” At that point, the children try to run to the other end of the gym without Mr. Fox getting them (pulling their flag off).
If Mr. Fox gets their flag, they become foxes with him, and go to the middle of the gym where they will try to tag other foxes.
The game continues with the children running from one end of the gym to the other each time “Midnight” is called as the time (only the teacher calls out the time).
As the students reach one end of the gym safely, they should stay there until the teacher tells them he/she is ready for them to ask the time again.
Game continues until one person is the winner and that person gets to start the next game as “Mr. Fox.”
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Time and Chronology |
|Grade Level Standard: |2-1 Utilize time and chronology. |
| |
|Grade Level Benchmark: |2. Use weeks, months, and years as intervals of time. |
| (I.1.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Keep track of the days on a classroom calendar and graph the weather daily together and tell |Work Together Houghton Mifflin pg. 159A |
|the seasons and months of the year and days of the week daily. |A Computer Calendar |
| |Classroom Calendar |
|2. Make individual calendars including school activities, birthdays, and important days in their |Birthday Graph |
|lives, holidays, etc. |Weather Graph |
| | |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Time and Chronology |
|Grade Level Standard: |2-1 Utilize time and chronology. |
| |
|Grade Level Benchmark: |3. Distinguish among the past, the present, and the future. |
| (I.1.EE.3) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. When doing the calendar, discuss what day it is and what day it will be next (yesterday, today,|Work Together Houghton Mifflin pg. |
|and tomorrow). |137-141 |
| |Calendar |
|2. Compare and contrast their daily lives with those of their older relatives (parents, | |
|grandparents). | |
| | |
|3. Discuss various school events and when they happen and compare them to past school events. | |
|(ex: field trips, special days) | |
| | |
|4. Explore transportation and communication throughout history. | |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Time and Chronology |
|Grade Level Standard: |2-1 Utilize time and chronology. |
| |
|Grade Level Benchmark: |4. Place events of their lives and the lives of others in |
|chronological order. (I.1.EE.4) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Do a timeline from the time they were born. Record by the year’s important events or |Work Together Houghton Mifflin pg. 136 |
|achievements. |Time on a Line |
| | |
|2. Compare family birthdays and research an important event that happened in history for each | |
|family member. Construct a memory posterboard activity. | |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Comprehending the Past |
|Grade Level Standard: |2-2 Comprehend the past. |
| |
|Grade Level Benchmark: |Identify who was involved, what happened, and where it |
| happened in stories about the past. (I.2.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Explore stories about Christopher Columbus and Discovering America. Compare lives of Pilgrims |Samuel Eaton’s Day by Kate |
|with their own lives. Do a story map of historical stories. |Waters ISBN: 0590480537 |
| |Sarah Morton’s Day by Kate Waters |
|2. Talk about the president today and compare with the presidents of the past. Do a Venn Diagram |ISBN: 0590474006 |
|comparing the 2 presidents. |The First Thanksgiving by Jean Craighead |
| |George ISBN: 0698113926|
|3. Read Grandfather’s Journey and discuss his life in America and Japan and make comparisons. |If You Sailed on the Mayflower in 1620 |
| |by Ann McGovern ISBN: 0590451618 |
| |Grandfather’s Journey by Allen Say |
| |ISBN: 0395570352 |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Comprehending the Past |
|Grade Level Standard: |2-2 Comprehend the past. |
| |
|Grade Level Benchmark: |Describe the past through the eyes and experiences |
|of those who were there as revealed through their records. (I.2.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Use the Unit Plan for “The History of Our Community.” |100 Years Ago by Donna |
|( Construct a Graphic Organizer summarizing a historical story. (activity attached) |Marriott ISBN: 1574713396 |
| |When I Was Little by Toyomi|
|2. Write and illustrate a picture book describing a past event shared by a guest speaker from the |Igus ISBN: 0940975335 |
|community. |Our Village by |
| |J. Yeoman & Q. Blake ISBN: 0689314515 |
|3. Compose their community today with other communities in history using books like 100 Years Ago |Pilgrim Children Had Many Chores |
|or Our Village and When I Was Little. |by Rozanne Williams ISBN: 1574711210 |
| | |
|4. Compare their lives to Pilgrim’s Children. Read Pilgrim Children Had Many Chores. Discuss | |
|chores. Make a list of past/present and compare them. | |
|New Vocabulary: |
The History of Our Community
ABSTRACT
In this unit children explore the history of their local community through maps, primary documents such as journals and newspaper articles, and secondary source materials such as publications by local historical societies. The unit begins by looking at the past in general through several pieces of literature such as When I was Little, Our Village, and 100 Years Ago. The children then concentrate on the history of their own local community through the creation of timelines and historical narratives and the analysis of primary and secondary sources. The unit culminates in an exploration of historical change, first through a series of books such as Window, The House on Maple Street, Homeplace, and Letting Swift River Go and then through study of the children’s local community.
FOCUS QUESTIONS
1. What was our community like in the past?
2. Which people and events stand out in the history of our community?
3. What has caused our community to change over time and what have been the effects of these changes?
BENCHMARKS
Children will:
• identify who was involved in stories of the past, what happened, and where it happened (I.2.EE.1).
• distinguish between the past and the present in their local community (I.1.EE.3).
• locate information about change in their local community by comparing photographs or maps of the past and present (V.1.EE.1).
• place events in the history of their local community in chronological order (I.1.EE.4).
• recount events from an oral history or simple biography of someone who lived in their community in the past (I.2.EE.3).
• describe an event from the past of their local community through the viewpoint of someone who experienced it (I.2.EE.2).
• use a variety of records to construct a narrative about the history of their community (I.3.EE.1).
• describe changes in their local community over time (II.4.EE.3).
ASSESSMENT TASKS
1. Construct a graphic organizer summarizing a story taking place in the past by listing who was involved, what happened, and where it happened (I.2.EE.1).
2. Distinguish between the past and the present in the local community by completing a "Then/Now" chart (I.1.EE.3).
3. Describe changes in the local community by comparing a recent map (or photos) to two maps (or photographs) from different times in the past (V.1.EE.1).
4. Construct a simple timeline of important events in the history of the local community (I.1.EE.4).
5. Write and illustrate a simple book describing a past event interpreted by someone in their local community who experienced it (I.2.EE.2, I.2.EE.3, I.3.EE.1).
6. Create a poster illustrating changes in the local community (II.4.EE.3).
KEY CONCEPTS
• change
• chronology
• continuity
• past
• primary source
• secondary source
CONNECTIONS
English Language Arts
When exploring life in the past and historical change, children read and distinguish between historical fiction and non-fiction.
By writing and illustrating a historical narrative, children practice elements of the writer's craft.
Mathematics
By constructing timelines, children practice ordering.
Science
When tracing the history of their local community, children can consider changes to the natural environment.
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Back issues of the local newspaper
Pamphlets, books and other publications about the history of the local community published by the local historical society
Student Resource
Baker, Jeannie. Window. London, United Kingdom: Puffin Books, 1991.
Burton, V.L. The Little House. Boston: Houghton Mifflin, 1942.
Cherry, Lynn. A River Ran Wild. San Diego, CA: Harcourt Brace, 1992.
Dragonwagon, Crescent. Homeplace. Minneapolis, MN: Aladdin Books, 1993.
Igus, Toyomi. When I Was Little. East Orange, NJ: Just Us Books, 1992.
Kalman, Bobbie. Early Settler Children. New York: Crabtree Publishing, 1991.
Kalman, Bobbie. The Gristmill. New York: Crabtree Publishing, 1992.
---. Early City Life. New York: Crabtree Publishing, 1991.
---. Early Village Life. New York: Crabtree Publishing, 1991.
---. Visiting a Village. New York; Crabtree Publishing, 1992.
---. A One-Room School. New York: Crabtree Publishing, 1992.
Kurgian, J. In My Own Backyard. Watertown, MA: Charlesbridge Publishers, 1993.
Marriott, D. 100 Years Ago. Fresno, CA: Creative Teaching Press, 1998.
McCloskey, Robert. Make Way for Ducklings. New York: The Viking Press, 1941.
Provensen, A. and M. Shaker Lane. London, United Kingdom: Puffin Books, 1987.
Pryor, B. The House on Maple Street. New York: William Morrow and Co., 1987.
Roop, P. and C. Long Ago and Today: A City Album. Portsmouth, NH: Heinemann Library, 1999.
---. Long Ago and Today: A Farm Album. Portsmouth, NH: Heinemann Library, 1999.
---. Long Ago and Today: A School Album. Portsmouth, NH: Heinemann Library, 1999.
Van Rynbach, I. Everything From a Nail to a Coffin. New York: Orchard Books, 1991.
Von Tscharmer Renata. New Providence: A Changing Cityscape. New York: John Wiley and Sons, 1992.
Wallner, A. Since 1920. New York: Delacorte Press, 1992.
Wheatley & Rawlins. My Place. Brooklyn, NY: Kane/Miller Book Publishers, 1992.
Yeoman J. and Q. Blake. Our Village. New York: Macmillan Publishing, 1988.
Yolan, Jane. Letting Swift River Go. New York: Little, Brown and Co., 1992.
Teacher Resource
A Changing American Cityscape. White Plains, NJ: Dale Seymour Publications, 1998.
Community Builder. CD-ROM. Watertown, MA: Tom Snyder Software, 1996.
Draze, Dianne. Our Town: A Guide for Studying Any Community. San Luis Obispo, CA: Dandy Lion Publications, 1988.
Expanding Children’s World in Time and Place: National Standards for History, Grades K-4. Collingdale, PA: DIANE Publishing, 1994.
Henry Ford Museum and Greenfield Village. 2001. Henry Form Museum and Greenfield Village. 5 December 2001 .
Michigan Historical Center. 11 October 2001. Michigan Historical Center. 5 December 2001 .
Muller, J. The Changing City. New York: Atheneum Publishers, 1977.
---. The Changing Countryside. New York: Atheneum Publishers, 1973.
Norris, Jill. My Community, A Complete Thematic Unit. Monterey, CA: Evan-Moor Educational Publishers, 1996.
Waterford Township Public Library: Your Community. Ed. Andrew Mutah. 16 November 2001. Waterford Township Public Library. 5 December 2001
.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Comprehending the Past |
|Grade Level Standard: |2-2 Comprehend the past. |
| |
|Grade Level Benchmark: |3. Recount events from simple biographies of women and |
|men representing a variety of societies from the past. (I.2.EE.3) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. After reading a simple biography, students will create a timeline recounting the events of |“Keeper of the Light: The Story of Elizabeth |
|the biography. |Williams” (Michigan’s first |
| |female light keeper) Interactive |
|2. Create a puzzle presentation sequencing events from the story. Once students have put it |Electronic Book |
|together, they can present it to a partner. |
| |html |
| | |
| | |
| | |
| | |
| | |
|3. After reading “Keeper of the Light: The Story of Elizabeth Whitney Williams.” Research area | |
|lighthouses in search of the lighthouse keeper. Is there one? Why or why not? How has history| |
|or time changed? | |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Comprehending the Past |
|Grade Level Standard: |2-2 Comprehend the past. |
| |
|Grade Level Benchmark: |4. Identify and explain how individuals in history |
|demonstrated good character and personal virtue. (I.2.EE.4) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. To get students to begin to understand good character, do the Giraffe Lesson. (activity |The Bus Ride by William |
|attached) |Miller ISBN: 1880000601 |
| |I Am Rosa Parks by Jim|
|2. Read and share books on Rosa Parks. Each student creates a picture showing how Rosa Parks |Haskins & Rosa Parks |
|demonstrated good character. Students may label or write sentences within their pictures. Have |ISBN: 0803712065 |
|them share. | |
| | |
|3. Find a person in the community to celebrate as a hero – list the attributes that they | |
|demonstrate. | |
| | |
|4. Create a “Heroes” bulletin board. Keep a constant list of people throughout history that have | |
|good character. | |
| | |
|New Vocabulary: |
The Giraffe Heroes Program
Here’s an exercise that works at all grade levels, though better at second grade and up than at kindergarten and first. The students’ responses will differ from one age group to another, but the process always works.
Figure it will take at least 90 minutes, in at least two sessions.
1. Ask students who their heroes are. Write them all on the board without comment, and don’t attach students’ names to the heroes.
2. Tell the stories of at least two Giraffes from this website.
3. Spark a class discussion about the Giraffes, the risks they took, and the common good that their actions served. Tell them that “Giraffe” heroes stick their necks out for others.
4. Go through the list of heroes on the board and as what risks each of them has taken and who they helped by their actions. Without embarrassing the nominators, guide the class through a discussion that helps them see that being rich, talented, gorgeous, or bulletproof can make people celebrities, but not necessarily heroes. (For the bulletproof ones, remind them that it isn’t brave to do something courageous if you know you can’t get hurt).
5. Divide the class into small teams. Ask each one to brainstorm several possible Giraffe heroes and to select one to present to the class. Different teams could be asked to focus on heroes in the news, literature, history, movies, the community, etc.
6. Each group presents its hero’s story using drama, art, narrative, song – encourage them to be imaginative.
7. Ask the class to discuss each person whose story has been presented, focusing on the risks taken and the caring shown. Make a new list of class heroes, including all those who have indeed stuck their necks out for others. Don’t forget to include anyone from the first list who turned out to be a real hero.
8. Students can present these heroes to the school in a Hall of Heroes display, at an assembly, and/or in P.A. announcements.
Profiles of Giraffe Heroes
A Giraffe has been sighted in San Francisco
Chellie Kew – photographer, wife, mother, holistic health practitioner, and former fashion model – had a dream: she would do a book of photographs of children touched by AIDS, focusing on their courage, not on the disease. Little did this American know that the dream would lead her to criss-cross sub-Saharan Africa, face danger, and even death, and found a non-profit organization to help AIDS orphans on that continent.
When Kew’s husband was transferred to Johannesburg, the couple and their teenaged children left their Oregon home, off on a two-year adventure. Soon Kew was learning first-hand about the devastating effects AIDS is having on the children of Africa.
Over several years, Kew traveled to squatter’s camps, refugee villages, and homeless shelters. She was amassing knowledge – and photographs – of the orphans of the AIDS scourge. “Entire villages are run by children,” she reports. “The adults are dead from the virus,”
Kew started the “Q” Funds for AIDS, a non-profit dedicated to helping shelter, feed, protect, and educate these orphans. To fund these projects, she planned to create a book of the photographs she’d been taking, sometimes in areas dangerous enough to require the “chaperone” services of an ex-CIA operative.
On one of her journeys, alone and hurrying to meet a missionary guide in Namibia, Kew swerved to avoid an impala. Her truck flipped on the washed-out roach. When she came to, she realized she was hurt, far from the main road and in leopard country. Then, a harrowing night and the morning horror of seeing leopard tracks around the wreck. The temperature in the truck would soon hit 120, and Kew needed medical attention. She started walking, hoping to find help, hoping to avoid attack by the predator tracking her. She told herself that she had to survive if she was to get the children’s pictures to the world. After five hours of suffering and fear, she was found by a hunter.
“Terror, hunger, thirst, despair. Perhaps I needed the accident to fully comprehend the daily tragedies and triumphs these children face,” she says now.
Kew is getting the children’s pictures to the world in African Journal, A Child’s Continent. With proceeds from the book and a few donations – over $40,000 so far – the “Q” Fund is building a community school in Zambia for 500 AIDS orphans, widows, and the underprivileged. The Fund is also supporting a Soweto orphanage and AIDS education in Durban. Kew speaks extensively in the United States, talking about AIDS in Africa and promoting the book. She’s organized a climb of Mt. Kilimanjaro by girls and women from around the world – the climbers will raise money the “Q” Fund will use to build another school for AIDS orphans.
Chellie Kew has realized her long-ago dream. She took the photographs, wrote the book, showed the courage of the children. And the dream turned out to be bigger and more rewarding than she could ever have imagined. “People say to me, ‘Look what you’re doing for these children in Africa.’ But what they don’t realize is what these children are doing for me.”
More information on Kew’s work at
Profiles of Giraffe Heroes
A Giraffe has been sighted in Cleveland (and on the road)!
In 1992, Jeff Moyer ignored the misgivings of family and friend walked away from the security of his job as a program director at the Cleveland Sight Center. He packed up his musical instruments and sound gear, and hit the road with a mission: he would use music to give confidence and hope to kids with disabilities, and to give the people around them a sense of their shared humanity with those who have disabilities.
His gigs are in conference auditoriums, classrooms, and school assemblies, familiar territory for someone who’s spent most of his professional life teaching people with disabilities how to function effectively. He especially likes school audiences, singing to them in English, Spanish, Zulu, and Sign. His program, “We’re People First, a Celebration of Diversity,” helps children understand and accept those around them who are “different.” He sings about how it feels to be an outsider in a society that values physical perfection.
Moyer’s songs come from his own experiences of losing his sight and of having a brother who has retardation. The hands that make the music are riven by repetitive strain injury, aggravated by wrestling his performance gear through airports and into auditoriums. When Moyer steps up to the mike, it’s with the authority of one who knows.
Moyer says that what he sings is losses of all kinds. His work doesn’t sugar-coat the facts, but he points out that people with disabilities have experienced losses-and so has almost everyone else. “It’s about not making the team, families breaking up, moving from school to school, but surviving and thriving. Disability doesn’t involve a special psychology, just the very common human experiences of feeling different and of overcoming.”
Moyer wears braces on his wrists when he’s not performing. He took out a second mortgage on his house to finance his crusade; his finances took a steep dive when he game up regular paychecks. His income now comes from performance fees, and from sales of recordings and books. Moyer says he’s losing less money every year, so the financial picture is getting better.
But, he’s sure that his real pay comes when kids light up with understanding, when they tell him they feel better about themselves because of his work, when they “get it” that all kids are the same inside.
Media inquiries only:
For more information about Giraffes, contact A.T. Birmingham-Young at 360-221-7989 during west coast business hours.
Profiles of Giraffe Heroes
A Giraffe has been sighted in Montana
In her more than 20 years with the National Forest Service, Gloria Flora stood up for the environment again and again. Whether it was shutting down future oil and gas exploration in the Rocky Mountain Front or protecting threatened trout in Nevada, Flora, at age 44, was a veteran defender of public lands and resources. That’s when she quit.
In a very public resignation from her job as supervisor of Nevada’s Humboldt-Toiyabe National Forest, Flora sounded an alarm about the harassment of her staff by local anti-government citizens’ groups and the lack of backup they were getting from the Service. She also accused Nevada’s judicial system of being a lax in prosecuting violators of environmental laws.
Flora’s blast came as the Foresters and conservation advocates were con-fronted by anti-regulation Nevadans over the Service’s refusal to build a washed-out road into a wilderness area that was home to a threatened species of trout. Local politicians and a group calling themselves the Sagebrush Rebels organized protest marches and staged public meetings at which Flora witnessed public insults and threats against herself and her staff. The “Rebels” dispatched a bulldozer to the washout site to reopen the road themselves. In local newspapers, Forest Service staffers were called “Nazis” and calls were made to harm them. They and their families were shunned throughout the community.
Flora’s protest to the Forest Service and to local law enforcement had produced no assistance for the embattlement Foresters so she took the ultimate step to protect the nation’s resources for future generation – she wrote that letter of protest and resignation. Forest Chief Mike Dombeck supported her claims and later resigned himself over the directions being imposed on the Service.
Since her resignation, Flora has founded the nonprofit Sustainable Obtainable Solutions (SOS), to promote sustainability on public lands. A frequent speaker on environmental issues, she reports that her host audiences are usually supportive, but she is sometimes harassed and threatened by “Fed-bashers” and has on occasion needed a police escort.
Does she regret taking on the anti-conservation forces? “There are risks that are external and some that are internal,” says Glorial Flora. “The worst thing would be looking back on your life and thinking, ‘That was important – I should have taken a stand.’”
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Analyzing and Interpreting the Past |
|Grade Level Standard: |2-3 Analyze and interpret the past. |
| |
|Grade Level Benchmark: |1. Use a variety of records to construct a narrative about |
|their personal or family histories, or a historical figure. (I.3.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Do an “Important Events In My Life” poster detailing family history. (For example: births, | |
|life-changing events). | |
| | |
|2. Create a family tree (possible use of Internet, family pictures, or documents). | |
| | |
|3. Interview elder member of the family to explore family traditions and such (Example: holidays,| |
|traditions, etc.). | |
| | |
|4. Create an “All About Me Book” using the information gathered in the previous activities. | |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Analyzing and Interpreting the Past |
|Grade Level Standard: |2-3 Analyze and interpret the past. |
| |
|Grade Level Benchmark: |2. Differentiate between historical facts and historical |
|interpretations. (I.3.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. “Fact or Opinion” Activity: This activity is to help the students understand the difference |City Green by|
|between fact and opinion/interpretations. (activity attached) |Dyanne DiSalvo ISBN: |
| |068812786X |
|2. Viewpoints! This activity is to reinforce what opinions/interpretations are prior | |
|differentiation. (activity attached) | |
|New Vocabulary: |
Fact or Opinion
(SS020509)
ABSTRACT
In this lesson the children discuss the difference between a fact and an opinion. The story City Green is read to the children to provide an example of a public issue and the actions taken by citizens of the community. The children apply the concepts of fact and opinion to the fictional issue in the story. The children then compose a statement expressing an opinion on a public issue in their local community.
SUBJECT AREA: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
UNIT OF STUDY: Governing Our Local Community
BENCHMARK
Compose a brief statement expressing an opinion on a public issue in their community (VI.3.EE.1).
KEY CONCEPT
public issue
INSTRUCTION RESOURCES
Teacher Resource
DiSalvo, Dyanne. City Green. New York: William Morrow, 1994.
Other
Cards, 3x5 inches, one per child
Chart Paper/Markers
Overhead Projector/Transparencies
Writing Paper
SEQUENCE OF ACTIVITIES
1. Prior to the beginning of this lesson write the definition of fact and opinion on a piece of chart paper. Hang the paper in a prominent place in the classroom so the children can refer to it in Lessons 9 and 10.
Sample definitions:
Fact - tells something that is known to be true, or something that really happened; a fact is something that can be proven with evidence.
Opinion - statements that someone believes, thinks, or feels.
2. Discuss the difference between facts and opinions with the children using the definitions written on chart paper (Step 1). Distribute a 3x5 card to each child. Have them write Fact on one side of the card, and Opinion on the other side of the card. Verbally give the children a series of fact or opinion statements. Tell the children to respond by holding up the appropriate side of the card.
Sample statements:
Facts: Opinions:
Dogs can be pets. I like small dogs best.
Popcorn is made from corn. Popcorn tastes great.
Lakes are large bodies of water. The lake is beautiful at sunset.
3. Continue the activity until the children seem to grasp the difference between facts and opinions. Use this activity at other times during the day, such as waiting for the lunch bell to ring, or lining up for recess.
4. Read the story City Green aloud to the children. Conduct a follow-up discussion of the book, and ask the children to think about the facts in the story. Write their responses on a piece of chart paper or an overhead transparency.
Possible responses may include:
o An abandoned house is torn down leaving a vacant lot in the neighborhood.
o The neighbors rent the lot from the city for $1.00.
o The residents create a community garden.
Have the children write their opinions about the issue of the vacant lot and the actions the citizens took with the rest of the class.
Possible responses may include:
o The vacant lot did not look very nice in the neighborhood.
o The flowers in the garden look pretty.
o The vegetables taste great.
o Marcy was smart to think of a plan for the lot.
Reinforce the concepts of fact and opinion by reviewing with the children the facts of the story and the opinions they formed about the issue and the actions of the citizens.
6. Use the issue in the story City Green (Step 3), to write an opinion statement with the whole class. Explain to the children that an opinion statement expresses feelings and the desire for the reader or listener to agree with those feelings. Tell the children an opinion statement should include the following:
o A topic sentence that states their feelings (opinion) about an issue.
o Important facts or reasons for their opinion.
o A closing sentence that could ask for action regarding the issue.
Write the model statement on a piece of chart paper or an overhead transparency, using the facts and opinions from Step 3.
Sample opinion statement based on the story City Green:
Topic sentence (opinion)
We need to do something about the vacant lot in our neighborhood.
Facts or Reasons
The vacant lot does not look nice (opinion). There is broken glass that could hurt someone (fact). It would be much prettier as a garden (opinion).
Closing sentence or action
If all the neighbors got together and worked, we could improve the vacant lot.
Review the model statement with the children for the important points that should be included in an opinion statement.
7. Distribute writing paper to the children. Ask each child to write an opinion statement about a public issue in their community. Review the important points of an opinion statement again with the children (Step 4).
Possible public issues include: (Lesson 8, Step 1)
o What should the community do about an abandoned house in the neighborhood that is attracting drug users?
o Should the community build bike paths for increased bicycle safety?
o What should the community do about pollution in the local lake that is affecting the health of swimmers at the public beach?
o Where should a new community park be located?
Have each child share his or her statement with the rest of the class.
8. Add the words "fact" and "opinion" to the Government section of the class word wall or word bank.
ASSESSMENT
The fact or opinion activity using the 3x5 cards (Step 2) informally assesses the children's understanding of the difference between a fact and an opinion.
The discussion following the story City Green (Step 3) informally assesses the children's ability to determine facts and form opinions about the public issue.
Each child's opinion statement, (Step 5), regarding an issue in their community is a formal assessment of his or her ability to express an opinion.
APPLICATION BEYOND SCHOOL
Suggest to the children that they listen to a local newscast and identify fact from opinion.
CONNECTIONS
English Language Arts
In this lesson children's literature is used to describe a public issue and the actions taken by the residents of the community.
The children use the elements of the writer's craft to express their opinions about a public issue in their local community.
VIEWPOINTS
(SS020510)
ABSTRACT
In this lesson the children compare their own point of view about a local community issue with an opposing viewpoint. They create a classroom newspaper with factual articles about a public issue and compose letters to the editor expressing their opinions regarding the issue.
SUBJECT AREA: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
UNIT OF STUDY: Governing Our Local Community
BENCHMARK
Compare their own viewpoint about a local community issue with an opposing viewpoint (VI.1.EE.2).
KEY CONCEPT
public issue
INSTRUCTIONAL RESOURCES
Teacher Resource
Great Lakes Information Network. 03 July 2002. 31 July 2002 .
Lake Michigan Federation. 2002. 31 July 2002 .
National Wildlife Federation Great Lakes Field Office. 1996-2002. 31 July 2002 .
Other
Background materials for the following public issue:
"What should be done about the pollution in the local lake that affects the health of swimmers at the public beach?"
• Local newspaper articles
• Magazines such as Michigan Living published by the Automobile Club of Michigan
• Publications from the Michigan Department of Natural Resources
Reports from the local, county, or state public health department
Chart from Lesson 1, Step 3, Purposes of Government
Chart Paper/Markers
Guest Speakers related to the issue of pollution in the local lake may include a doctor, resident, boat salesperson, lawn care worker, etc.
Overhead Projector/Transparency
Writing Paper
Sequence of Activities
1. Prior to beginning this lesson, choose a public issue in the community about which the children are concerned. This lesson focuses on the following public issue:
o What should be done about pollution in the local lake that affects the health of swimmers at the public beach?
Examples of other public issues may include:
o What should be done with an abandoned house in the neighborhood that is attracting drug users?
o Should the community build bike paths for increased bicycle safety?
o Where should a new community park be located?
Write the public issue on chart paper and hang it in a prominent place in the classroom.
2. Tell the children they are going to create a class newspaper which will include factual articles and letters to the editor expressing their opinions about the public issue of pollution in the local lake and how it affects the health of the swimmers at the local beach. Using a local newspaper, read the children an example of a factual article and an example of a letter to the editor. As a class, discuss the difference between the two types of articles. Create a list on the board or on an overhead transparency that identifies the differences between the two types of articles.
For example:
DIFFERENCES
| Factual Article | Letter to the Editor |
| Facts: Who, What, Where, When, Why | Opinions: I think ... |
| Complaints from citizens | I feel ... |
| Reports from the health department | In my opinion ... |
3. Obtain background materials on the issue of pollution in lakes and its effect on the health of swimmers and read them aloud to the children. Examples of resources for the public issue about pollution in the local lake affecting the health of swimmers at the public beach are cited in the Teacher Resource section of this lesson. As the information is read to the children, make a list of the facts about the issue on chart paper. Hang the list in a prominent place in the classroom so the children are able to view the list and add to it throughout the lesson.
4. Invite guest speakers to the classroom to share facts and their own point of view about the public issue. Tell the children a point of view is how someone looks at or feels about an issue. Following the presentations, create a chart on chart paper or an overhead transparency stating the facts and opinions expressed by each guest. Talk with the children about the different viewpoints or opinions people can have about the same issue.
For example:
Issue: What should be done about pollution in the local lake that affects the health of swimmers at the public beach?
|Guest Speaker |Fact |Point of View |
|Doctor |More patients come in with skin problems |He or she thinks lawn fertilizers are polluting the water|
| |related to water pollutants. |and the use of such products should be stopped. |
|Community Resident |Pollution keeps the family from swimming at |He or she feels the boats are polluting the lake with oil|
| |the beach. |and trash, so the boats should be banned from the lake. |
|Boat Salesperson |He earns money selling boats to community |He thinks the beach should be closed. Then swimmers won't|
| |members. |get sick and there will be more room for boats. |
|Lawn Care Worker |She is hired by residents to make their lawns |She feels it is too bad the swimmers are getting sick, |
| |look nice and fertilizers help do that. |but fertilizers make lawns green, which are beautiful. |
5. Divide the children into groups of two or three children each. Instruct each group to write a factual article about the public issue for the class newspaper. Remind them to use the five Ws: Who, What, Where, When, and Why. Ask each group to read their article to the whole class when they are completed. Collect the articles for publication in the class newspaper. If available, ask a parent volunteer to type the articles in a newspaper format.
6. Distribute writing paper to each child. Explain to the children that they are individually going to write a letter to the editor of the newspaper expressing his or her own viewpoint or opinions about the public issue. Review the components of an opinion statement from Lesson 9, Step 4. Write an outline on chart paper or an overhead transparency for the children to follow.
Sample outline:
Dear Editor,
o Topic sentence or opinion
o Reasons for your opinion, at least three
o Closing sentence or an action to be taken about the issue
o Sincerely,
o Name
Collect the letters for publication in the newspaper. If available, ask a parent volunteer to type the letters in a newspaper format.
1. Reproduce the class newspaper and distribute one to each child. Read the articles and letters aloud to the children, or have them partner read the newspaper. Guide a follow-up discussion using the following questions.
o What were some of the viewpoints in the class about the issue?
o Why did some children have different points of view about the issue?
o Why is it good to know about other people's points of view?
1. End the lesson and the unit by reviewing the chart from Lesson 1, Step 3, where the children had categorized the things they thought they knew about government. Circle the things they did know with a red marker. Ask them to think about what they have learned in the ten lessons of the unit. Write their responses on the same chart with a different color marker. Compare what they knew at the beginning of the unit to what they know at the end.
ASSESSMENT
The individual letters to the editor are a formal assessment of each child's ability to express their point of view about a public issue.
Application Beyond School
Ask the children to watch local news broadcasts on the television. Tell them to listen for an issue that is a concern to the community. Each child may form an opinion regarding the issue and could share it with the class.
CONNECTIONS
English Language Arts
The children use the elements of the writer's craft to write the factual articles and letters to the editor for the class newspaper.
The children use listening and speaking skills as they share their factual articles with the class.
The children use reading skills when reading the newspaper with a partner.
The children use listening skills when guest speakers visit the class.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Analyzing and Interpreting the Past |
|Grade Level Standard: |2-3 Analyze and interpret the past. |
| |
|Grade Level Benchmark: |3. Explain why accounts of the same event differ. (I.3.EE.3) |
| |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Compare the arrival of the Pilgrims from the Pilgrim’s point of view and Native American’s |First Thanksgiving by |
|point of view and discuss why they felt differently about it. |Linda Hayward |
| |ISBN: 0679802185 |
|2. Re-enact the event having the children play part of the Pilgrims or Native Americans. | |
| |The 3 Little Pigs original story |
|3. Take an event from the newspaper. Have each student respond to it in writing. Then, compare | |
|their responses and record their answers. |The True Story of the 3 Little Pigs |
| |by Jon Scieszka ISBN: |
|4. The 3 little pigs’ story told by the wolf and told by the pigs. |0140544518 |
| | |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Judging Decisions from the Past |
|Grade Level Standard: |2-4 Judge decisions from the past. |
| |
|Grade Level Benchmark: |1. Recall situations in their lives that required decisions and |
|evaluate the decisions made in light of their consequences. (I.4.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. The teacher leads a discussion about homework and the consequences of doing/not doing it. | |
| | |
|2. The teacher talks about why it’s not good to play in the road. Discuss how “keeping you safe” | |
|is the reason we have laws. (Example: Bike Safety) | |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |I. History |
|Topic: |Judging Decisions from the Past |
|Grade Level Standard: |2-4 Judge decisions from the past. |
| |
|Grade Level Benchmark: |2. Evaluate decisions made by others as reported in stories |
|about the past. (I.4.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Read the story, Story of the Pilgrims, and have the students write the Native American chief |Story of Pilgrims by |
|their ideas about “Should the Native Americans have helped the settlers?” Have them take a stand |Katharine Ross |
|and present their ideas to the class. |ISBN: 0679852921 |
| | |
|2. Choose a real person from history, research their accomplishments, and choices that influenced | |
|them and how it reflects on our lives today. Could pick books from the Welcome Books – Real People| |
|– Series. | |
| |Welcome Books Real People Series |
|New Vocabulary: |
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |II. Geography |
|Topic: |People, Places and Cultures |
|Grade Level Standard: |2-5 Understand people, places, and cultures. |
| |
|Grade Level Benchmark: |1. Describe the human characteristics of places and explain |
|some basic causes for those characteristics. (II.1.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Human Features of our Community (activity attached) | |
| | |
|2. Choose a human-made feature in the community. Research it and give an oral report about it and | |
|its importance to the community. | |
| | |
|3. Create an ABC book of manmade features in their community. | |
| | |
|4. Groups I Belong To (activity attached) | |
|New Vocabulary: |
Human Features of Our Community
(SS020206)
ABSTRACT
In this lesson, children define and describe the human features of the local community. The children create a class list of human features using information from guest speakers, field trips, maps, photos, and graphic aids. The children design dioramas depicting a scene that incorporates natural and human features that illustrate the contrast between the two. Given maps, photos, and other graphic aids, the children create a chart of important natural and human features of their local community.
SUBJECT AREA: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
UNIT OF STUDY: The Geography of Our Community
BENCHMARK
Describe human features of their local community (II.1.EE.1).
KEY CONCEPT
human features
INSTRUCTIONAL RESOURCES
Other
Camera - photographs, video, or digital
Category Cards - one set per child
Chalk/White Board
Chart Paper/Markers
Field trip sites
Guest speakers
Overhead Projector/Transparency
Variety of maps, photos, and other graphic aids
SEQUENCE OF ACTIVITIES
1. Begin this lesson with a category game. Prior to the lesson, create and reproduce a chart similar to the one below, one for each child.
|Tree |House |
|Sand |Bird |
|Road |Bridge |
|Car |Flower |
|Water tower |Chipmunk |
|Frog |Store |
Read the words with the class so all the children know what the words are. Ask the children to cut the words apart. Tell them to put the words into groups or categories. Do not give the children suggestions for the categories. Ask individual children to explain their categories to the rest of the class. Play the game again, but this time identify the categories as natural features and human features. Give the children time to put the words into the two groups. Observe their progress as they work. Ask for volunteers to supply the words as you write them for each group on chart paper or a transparency. Discuss the differences between natural (part of nature), and human (made, manufactured, or constructed by people) features. Tell the children they are going to create a list of human features of their community.
2. The following three steps (Steps 2-4) may be done in any order or overlapped. Schedule guest speakers to come and talk to the class. Suggestions may include an architect, a construction worker, a road builder, a carpenter, or autoworker. Generate interview questions with the class such as, "What materials do you need for your job?" or" How did you learn your job?" or "Who decides when to build something in our community?" Have the children record the speakers' responses to their questions. After the speaker has finished, discuss the responses with the class. Identify any human feature the speaker brought up and add it to the human features list that was begun in Step 1 with the category game. Use the guest speakers as an opportunity for the children to learn about a variety of careers.
3. Plan a field trip to a construction site, an auto factory, a machine shop, furniture factory, or any other business where things are made by humans. The field trip may also be a bus ride around the community to look for things that are made by humans such as a statue in the park, the school building, or the railroad tracks. Have the children record what they see. Guide the children to understand that many things made by humans begin with materials from nature. Take a camera to record the trip experiences. Upon return to the classroom, have the children share their observations. Using their observations and photos taken on the trip, add any new features to the human features list created in Step 1.
4. Divide the children into small groups. Distribute maps and photos of their community to each group. Have each group look at the maps and photos of the area for human features such as monuments, stores, and important buildings. Have each group share the information from the maps and photos with the rest of the class. Add any new human features to the list created in Step 1.
5. As a homework assignment, have each child design a diorama depicting a scene that incorporates both natural and human features. Be sure that the children understand that their diorama should show the contrast between the two. Inform families of the project through a letter, and let them know that a diorama is a small box, such as a shoebox, set so the open top is on the side. Encourage children to use actual things from nature like leaves, rocks, and twigs. For the human features suggest they use such things as Legos, Lincoln Logs, or Matchbox cars. As the dioramas are completed and brought to school, set aside class time each day for each child to explain his/her diorama to the rest of the class, identifying the natural and human features in each. Display them in the school media center or hallway so others in the school may view the dioramas.
6. Have the whole class look at the natural features list created in Lesson 5 and the human features list created in this lesson. Tell them to think about their community and ask what items on each list would be most important. Remind them of the basic human needs of food, water, shelter, and clothing. Circle or star important features on the lists as the class comes to a consensus during the discussion.
7. Add the words natural and human to the word wall.
ASSESSMENT
As a formal assessment, have the children independently create a chart of important natural and human features of their local community. They may use maps, photos, and other graphic aids in the classroom, along with the information learned from the guest speakers and field trips. The diorama and the explanation given by each child is an additional formal assessment of understanding.
APPLICATION BEYOND SCHOOL
Look for five human made items at home that were made from something natural. Take one item to school to share.
CONNECTIONS
Arts
The creation of the dioramas uses artistic design.
English Language Arts
Writing clear and concise interview questions is an opportunity for quality writing. Listening and speaking skills are practiced during the interviews and the diorama explanations.
Social Studies
The children learn about career possibilities with the visitors in the classroom and those met on the field trips.
Groups I Belong To
(SS020102)
ABSTRACT
This lesson reviews the concepts of family and school. Children individually complete a web organizer that identifies the “Groups I Belong To”: “My Family”, “My School”, and “Other Groups”. Once completed, the web organizers are shared with the class. Children identify groups they belong to, describe differences among the groups, and explain how members of groups help each other.
SUBJECT AREA: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
UNIT OF STUDY: Defining the Local Community
BENCHMARK
Describe groups they belong to including family and school (II.1.EE.1).
KEY CONCEPT
community
Instructional Resources
Equipment/Manipulative
Chalk/White Board
Chart paper/marker
Reproducible web organizer
Thinking/Writing Journals
Transparency/Overhead projector
Sequence of Activities
1. Identify the groups to which the children belong: family, school, and other. Identify the members of each group. Discuss their similarities and differences, and what members of a group do for each other. Using this information, make a model of a web organizer on chart paper, a chalk/white board, or using an overhead projector. Place examples of each group in the appropriate space.
2. The children individually complete a web organizer entitled, “Groups I Belong To”. Three circles are labeled “My Family,” “My School,” and “Other Groups”. Branching circles connected to the family circle are used to identify family members. Branching circles connected to the school circle are used to identify school sub-groups, such as the class, reading groups, etc. Branching circles connected to the other circle are used for groups they belong to such as scouts, a sports team, etc.
3. The completed web organizers are shared first in small groups and then with the class as a whole. Using this process, children identify the groups they belong to, the members in each group, and describe the differences among the groups.
4. Students make an entry in their Thinking/Writing Journal. (The journals may be ready-made notebooks or simply papers stapled together.) Some prompts to assist students in constructing a journal entry may be useful. For example:
– Draw one picture to show how you help in your family, school, or other (scouts, sports team) groups.
– Draw one picture of someone helping you in your family, school, or other group.
ASSESSMENT
Informal assessment occurs as the children share their completed web organizer in small groups or with the class as a whole. Children’s entry in their Thinking/Writing Journal may constitute a more formal assessment.
Application Beyond School
Children survey at least one family member about groups to which they belong. They may complete a web organizer with similar sections: “My Family”, “My School or Work”, and “Other” for that family member. Share with the large group in the classroom.
Students recognize a variety of groups to which they belong in everyday life.
Connections
Arts
When children draw a journal entry, they use art skills.
English Language Arts
When children listen to other children they practice listening skills.
When children share answers with other children, they practice the speaker’s craft.
When children write an entry into a journal they practice writing skills.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |II. Geography |
|Topic: |People, Places and Cultures |
|Grade Level Standard: |2-5 Understand people, places, and cultures. |
| |
|Grade Level Benchmark: |2. Describe the natural characteristics of places and explain |
|some basic causes for those characteristics. (II.1.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Where Am I? (activity attached) | |
| | |
|2. Collect soil from various places and compare it to the soil in their community. What can they | |
|discover about a place from the soil? | |
| | |
|3. Natural Features of our Community Activity (activity attached) | |
| | |
|4. Create a brochure of tourist attractions in the area. | |
|New Vocabulary: |
WHERE AM I?
(SS020201)
ABSTRACT
This lesson introduces the study of geography through a Japanese folk tale called The Traveling Frogs. Discussion following the story encourages the children to apply prior knowledge about maps, relative location, resources for locating information, and natural and human features that contribute to the geography of a community.
SUBJECT AREA: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
UNIT OF STUDY: The Geography of Our Community
BENCHMARKS
Describe the relative and absolute locations of their local community (II.3.EE.1).
Describe natural features of their local community (II.1.EE.2).
Describe human features of their local community (II.1.EE.1).
Key Concepts
human features
natural features
relative and absolute location
Instructional Resources
Teacher Resource
Northrup, Claire. The Traveling Frogs: Around the World in Eighteen Plays: Folk Tale Scripts for the Classroom. Winnipeg: Pegusis Publications, 1994. 60-62.
Other
Chalk/White Board
Chart Paper/Markers
Frog puppets (optional)
Overhead Projector/Transparency
Thinking/Writing Journals
Wall map of Japan
World map
Writing paper
Sequence of Activities
1. Present the following Japanese folk tale to the children:
The Traveling Frogs
Two frogs, one living in Kyoto and the other in Osaka, decide to visit each other's city, to see what it is like. On their way, they meet on the top of a mountain. Both are tired and decide to try to see the cities from the mountain. They stand on their back legs facing each other, and stretch up their necks. (Because frogs' eyes are on the sides of their heads, they are looking backwards.) The frogs see their own city and think it is the other's city. They decided the two cities look exactly alike.
Here are some presentation options as suggested by Claire Northrup as she retells the story in her book, Around the World in Eighteen Plays:
o The teacher reads or tells the story.
o The teacher and/or children use frog puppets to tell the story.
o Ask two children to role-play the frogs as the story is read or told.
o Costumes and/or props may be used.
2. Using a world map or a map of Japan, locate Kyoto and Osaka.
3. To access prior knowledge about geographical topics such as maps, natural features of the earth, climate, products, and people, ask the children the following question: "How could the frogs inform each other about their own communities?" Ask each child to independently write at least one idea on a piece of writing paper that will be collected at the end of the lesson. Ask the children to think about the ways they could gather information about their community and what helpful tools they might use.
4. Create a class list of ideas by asking each child to share at least one method or tool the frogs could use to tell each other about their own community. Listen for responses such as maps, photographs, descriptions of natural features (rivers, lakes, mountains, etc.), human features (water tower, bridge, shopping mall, etc.), products (cars, corn, sugar beets, etc.), climate (hot, cold, seasons, etc.), and people (farmers, autoworkers, etc.).
5. Complete the lesson by telling the children they are going to learn about the geography of their community, which means the natural and human features, products, climate, and people. The children learn that communities can be alike in many ways, but also very different and unique.
6. Add the word geography to the "Community" word wall or create a separate area on a bulletin board for geography vocabulary. As the words accumulate throughout the entire year it may be necessary to explore other options and means to accommodate the growing number of terms. Several ways to do this are:
o Design a bulletin board for only the current unit's words.
o Reproduce the previous word lists for children to keep in an envelope or pocket in their Thinking/Writing Journals.
o Have the children write the words on a special word bank form to be kept in their journals.
7. Send a letter home to parents/guardians explaining that the focus of Unit 2 is "The Geography of Our Community" and include the focus questions:
o Where is our community?
o How can our local community be described?
o What is the interaction between people and the natural environment?
Inform the adults at home that there are homework assignments and family projects designed to enhance and extend the unit.
8. Post the focus questions in a visible place in the classroom so the children always "Know the Target". The questions may be hung from the ceiling with string, tacked to a bulletin board, and/or stapled to a cover or page in the Thinking/Writing Journals.
ASSESSMENT
Assess prior knowledge about geography by examining the idea papers that each child completes during and after the story, and by observing the responses to the class list of ways to know about and recognize their local community.
Application Beyond School
Have each child make a list of the natural and human features generated by all the members of their family. Ask children to bring maps to school that show their community in different ways. For example, telephone books have community maps; special sections of the newspaper often have maps of the community and where things are happening; realtor publications often have maps to locate real estate for sale, and city and county road commissions have special maps, as do water, sewer, and electrical companies. All of these may be available for students to collect or observe at home.
Connections
English Language Arts
The Japanese folk tale, The Traveling Frogs offers another literary genre as well as listening and speaking possibilities.
Natural Features of Our Community
(SS020205)
ABSTRACT
In this lesson, the children define and describe the natural features of the local community. Guest speakers, field trips, children's literature, maps, and photographs assist the children to organize a list of natural features found in their community, such as lakes, mountains, animals, plants, and the climate. The children create a classroom exhibit of natural items found in the local community providing a tangible understanding of natural features.
SUBJECT AREA: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
Unit of Study: The Geography of Our Community
Benchmark
Describe natural features of their local community (II.1.EE.2).
Key Concept
natural features
Instructional Resources
Teacher Resource
Rand McNally. Forest, Grassland, Desert. Skokie, IL: Rand McNally, 2000.
- - -. What Changes Our Earth? Skokie, IL: Rand McNally, 2000.
Spizzirri, Linda, Ed. An Educational Read and Color Book - Wildlife of the Midwest. Rapid City, SD: Spizzirri Publishing, Inc., 1998.
Wargin, Kathy-Jo. The Legend of Sleeping Bear. Chelsea, MI: Sleeping Bear Press, 1998.
Other
Camera - photograph, video, or digital
Chalk/White Board
Chart paper/Markers
Drawing paper
Overhead Projector/Transparency
Tables for the nature center
Sequence of Activities
1. Define the word "natural" to the children as something in nature, not manufactured or made by humans. It includes such things as, plants, insects, animals, rocks, water, and weather. Read What Changes Our Earth? to the children. Bring the children's attention to the photographs of the natural features in the book. Read Forests, Grasslands, Deserts with the children and lead a discussion about climate as a natural feature of the community. Begin a list of natural features of the community, posted in the classroom and added to as new features are discussed. The following steps may be done in any order or overlapped, depending on the availability of speakers and scheduling.
2. Invite a park naturalist or park ranger, a zookeeper, an entomologist, a botanist, or a farmer to speak to the class. Generate interview questions with the children such as, "What kind of animals live in our community?" or "How was our local lake formed?" or "How does our weather affect the plants in our area?" Guide the children in a discussion about how the features are connected, such as, Michigan has many lakes and rivers. The rain and snow we have in Michigan is how the water in our lakes and rivers is supplied. Our lakes and the rain and snow are natural features of our state. Add the terms "lakes," "rain," and "snow" to the natural features list made on chart paper and posted in the classroom.
3. Arrange one or more field trips to a local nature center, zoo, botanical garden, a museum of natural history, or science center. Focus on the wildlife, plants, water, land, and weather of the local community. Encourage the children to take notes during the trip. Have a parent volunteer record the trip by taking photos. After each trip, instruct the children to review the notes and the photos taken. From this data and information, add more items such as deciduous trees, coniferous trees, hibernation, etc., to the natural features list.
4. Use children's literature as another resource for gathering information on natural features. For example, Wildlife of the Midwest introduces a variety of animals in a non-fiction format, while The Legend of Sleeping Bear offers a different perspective on land formation. Read the selections to the children. Have them identify pertinent natural features from the selections and add them to the natural features list.
5. Using the maps and photos already in the classroom, have the children gather further information about forests, lakes, mountains, and rivers, etc. individually or in small groups. Guide their exploration with questions such as, "How many lakes are in our area?" or "How large is the forest in our region?" Have the children report their findings to the class. Add this information to the natural features list.
6. Distribute drawing paper to each child. Have them fold it in half two times to make four boxes. Ask them to draw a picture for each of the four seasons, summer, fall, winter, and spring, incorporating natural features, such as animals, plants, and weather. Have each child share his/her drawing with another child. The children may also take a picture of the same scene during each month of the year and develop a photo line (similar to a timeline) of how the scene changes with the seasons, and under different weather conditions. The entire photo line of 9 or 10 photographs may be discussed at the conclusion of the school year.
7. Set up a nature center in the classroom. Work on the nature center may be done throughout the lesson or as a project at the end of the lesson. Ask the children to bring in actual specimens such as, rocks, sand, pond water, and leaves for the display. Label each of the items and identify where they came from. Stuffed animals, drawings, or pictures provide evidence of wildlife. Add books, maps, and photographs to the display. Invite another class to come visit and view the display. Use this as an opportunity for children to assume the role of a naturalist as they explain the natural features of their community to the children of another class.
ASSESSMENT
The interviews, discussions, and explorations offer opportunities for informal assessment. The drawing of the four seasons may be used as a performance assessment of basic knowledge of climatic elements and their effects on other natural features. Being able to tell someone else about the natural features, as a naturalist at the nature center, is a valuable check for mastery.
Application Beyond School
Encourage families to go on a field trip to a nature center or park and discover natural features in their local community.
Connections
Arts
The four seasons drawing provides an opportunity to use graphic examples to express knowledge of natural features.
English Language Arts
Interviewing guest speakers offers opportunities for concise writing, as well as listening and speaking.
The children's literature provides informational reading in the content field and the use of a traditional legend presents two different perspectives on a similar topic.
Science
Exploring natural features through speakers and books, creating the nature center, and visiting a museum are all part of the study of science.
Social Studies
The guest speakers and field trips give children an opportunity to learn about career possibilities.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |II. Geography |
|Topic: |Human/Environment Interaction |
|Grade Level Standard: |2-6 Describe human/environment interactions. |
| |
|Grade Level Benchmark: |1. Describe how people use the environment to meet |
|human needs and wants. (II.2.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. What Do People Need? (activity attached) | |
| | |
|2. Needs and Wants in My Town (activity attached) | |
|New Vocabulary: |
What Do People Need?
(SS020105)
ABSTRACT
In this lesson the children discuss the difference between needs and wants, and develop a list of basic needs that include food, water, shelter, and clothing. The children brainstorm ways people meet their basic needs and are guided toward the concept that a community is a place that enables people to meet either their basic needs or to satisfy their wants.
Subject Area: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
Unit of Study: Defining the Local Community
BENCHMARK
Identify basic human needs (II.2.EE.1).
KEY CONCEPTS
basic needs
community
INSTRUCTIONAL RESOURCES
Equipment/Manipulative
Chart paper/Markers
Transparency/Overhead Projector
White/Chalk Board
Student Resource
Thinking/Writing Journals
SEQUENCE OF ACTIVITIES
1. Discuss with the children the differences between needs and wants. Emphasize to the children that a need is connected to survival and a want is usually something extra that one really does not need, but would enjoy having or find that it makes work, play, and other activities easier or more enjoyable. Create a model T-Chart with needs in one column and wants in another column on the chalkboard or on an overhead projector. Use the children’s examples of wants and needs from the discussion and indicate on the chart if they are wants or needs.
2. Have the children work in pairs to make one T- chart per pair, listing additional needs and wants.
3. Have the pairs of children share their lists with the class. As the children share, add the additional wants and needs to the model T- chart on the board or the projector, making sure that the basic needs of food, water, shelter, and clothing are included. Check for understanding as the children explain the reasoning for their categorization of needs and wants.
4. As a class, have the children brainstorm as many ways as possible that people are able to meet their basic needs. A large web, or category chart may be used to organize their responses. One major category could be food. In this category, a variety of ways that people get food to satisfy their need is included, such as growing it, buying it at the grocery store, or eating at a restaurant. An example of a category chart is shown below:
|FOOD |WATER |CLOTHING |SHELTER |
|Grow it in gardens |Turn on the faucet |Garage sales |Apartment |
|Grocery store |Grocery store |Kmart |House |
|Etc. |Etc. |Etc. |Etc. |
Guide the children to understand that a community is a place that enables people to meet either their basic needs or to satisfy their wants. Point out that many of the things on the category chart are found in their local community.
5. Have the children write in their Thinking/Writing Journals to internalize the concept of needs and wants.
Write these prompts on the board for those children who may need them.
Draw a picture and write one sentence about something you need.
Draw a picture and write one sentence about something you want.
6. For a homework assignment, have the children draw, with assistance from family members, pictures or make a list of how the community helps their family meet the four basic needs. Have them share the information with the rest of the class the following day.
ASSESSMENT
Use the responses during the class discussions in Step 3 and Step 4 as an informal way of assessing understanding. The T- charts made in pairs and the Thinking/Writing Journals provide a more formal assessment of understanding.
Application Beyond School
“Important places to visit in our community” could be a family discussion topic. That information may be used to make a page for a community book.
Connections
English Language Arts
The Thinking/Writing Journals are used as another opportunity to write.
The children use their speaking and listening skills as they share their needs and wants T- chart lists.
Needs and Wants in My Town
(SS020106)
Abstract
This lesson uses the book My Town, to help children to understand specific ways in which communities help people meet their basic needs and wants. As the book is read, the children create a list of features described in My Town. Children describe how each of these features helps people to meet their basic needs or wants.
Subject Area: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
Unit of Study: Defining the Local Community
BENCHMARKS
Identify basic human needs (II.2.EE.1).
Define a local community and describe how communities enable people to meet their basic needs (IV.3.EE.1).
Key Concepts
basic needs
community
Instructional Resources
Equipment/Manipulative
Chalk/White Board
Chart paper/Markers
Reproduced three column teacher-made table
Thinking/Writing Journals
Transparency/Overhead Projector
Teacher Resource
Treays, Rebecca. My Town. Tulsa, OK: E D C Publishing, 1998.
Sequence of Activities
1. Begin by using the children’s Thinking/Writing Journals to check for student understanding of the concepts of needs and wants. Place the following prompt on the chalkboard for those children who may need it:
Explain the difference between a need and a want in writing and/or pictures. Share with the large group.
2. Read the book My Town to the class. As the book is read, on chart paper, make a list of features described in the book. Examples may include houses, apartments, community swimming pool, theaters, office buildings, banks, stores, park, factory, train station, river, and roads.
3. Distribute a three column table to each child similar to the following:
|FEATURE |NEED |WANT |
|houses | | |
|apartments | | |
| | | |
In the Feature column list all the features from the book, identified in Step 2. Have the children independently place a check mark in either the need or want column across from the corresponding feature. Some features may be a need and a want depending on use and point of view.
4. Prior to the lesson, create a transparency or large chart of the same three-column table the children have used, and compile the class responses. Encourage each child to explain why they checked want or need and identify it on the master table. Have the class come to a consensus as to whether each feature is a need or want.
5. Add the following vocabulary words to the community word wall: needs, wants, food, water, shelter, and clothing.
Assessment
Use the table each child made in Step 3 as a formal assessment. Responses during discussions may be used as an informal assessment to give insight into student understanding of basic needs and how communities help meet those needs.
Application Beyond School
Pose the following question to the children and their families:
“What would you do if you lived in a community with only clothing stores?”
Connections
English Language Arts
Children’s literature is used to provide examples of community features.
The Thinking/Writing Journals are used to explain the concept of needs and wants.
Mathematics
The table is used as a way of organizing information.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |II. Geography |
|Topic: |Human/Environment Interaction |
|Grade Level Standard: |2-6 Describe human interaction in the environment. |
| |
|Grade Level Benchmark: |2. Describe the ways in which their environment has been |
|changed by people, and the ways their lives are affected by the environment. |
|(II.2.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. The Changing Environment: Good or Bad? (activity attached) | |
| | |
|2. To “mow or not to mow…” Have students think about what their yards would look like if they let| |
|it “go natural.” Have them illustrate it showing it changing over time. | |
| | |
|3. As a class, collect pictures of the town in the past and make comparisons about the town in the | |
|past and present. What role did people have in these changes? | |
| | |
| | |
|New Vocabulary: |
The Changing Environment: Good or Bad?
(SS020208)
Abstract
As children listen to A River Ran Wild they explore the ways the natural environment has changed the community and how the lives of people are affected by the natural environment. The children become engaged through interviews with community members, a neighborhood walk, the study of maps, and photographs. The children use the information from their investigations to create a chart showing ways the environment has been changed in their local community and the ways the environment affects the lives of the people.
Subject Area: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
Unit of Study: The Geography of Our Community
Benchmark
Describe ways the natural environment has been changed in their local community and ways the lives of people are affected by the natural environment (II.2.EE.2).
Key Concepts
human/environmental interaction
natural features
Instructional Resources
Teacher Resource
Cherry, Lynne. A River Ran Wild. San Diego: Gulliver Green/Harcourt Brace & Company, 1992.
Other
Chalk/white board
Chart paper/markers
Guest speakers
Old maps and photos of the community
Overhead projector/transparency
Reproduce three-column chart of neighborhood changes - one per child
Thinking/Writing Journals
Video/audio recorder
Sequence of Activities
1. Begin the lesson with the children writing in their Thinking/Writing Journals. Use the following prompts designed to stimulate the children's thinking about the natural environment.
o What would our community be like if all the trees were cut down?
o How would you feel about swimming in a lake covered with oil?
o Why is there so much litter along the sidewalks and streets of our community?
After the children have formulated and written their responses, ask them to share their responses with the whole group. Explain that "environment" means everything around them and in this lesson they are going to look at changes to the natural environment and how people are affected by these changes.
2. Read the book A River Ran Wild to the large group. Point out the small pictures that border the text pages. The pictures represent the history of the United States as well as the river as the focus of the book. Begin the discussion with the question, "What was the river like at the beginning of the story?" Next, "How did the river change?" and, "What is the river like now?" Lastly, "How did the changing river affect the lives of the people?"
3. Prior to Step 3, make a three-column chart on a transparency. Title the first column, CHANGES to the natural environment, title the second column, GOOD OR BAD changes and the third column, WHO OR WHAT was affected by the change. Reproduce the chart for each child in the class. Distribute the charts to the children. Divide the class into small groups each with a parent volunteer. Take a walk in the school neighborhood to look for changes to the natural environment. Have the children look for things that have changed since they first lived in the area. Ask the parent volunteers in each group to record the changes the children notice. Using the record of the changes they noticed, tell the children to write them in the first column of their chart. Discuss the changes with the class and add them to the transparency class chart. Next, tell the children to move to the second column. Have them identify whether the change was good or bad. Some changes may be both good and bad depending on the point of view. Discuss the responses in this column and add them to the class chart. Direct the children to move to the third column where they identify who was affected by the change. Responses may include families, neighbors, wildlife or plants. As this column is completed, take suggestions from children who must explain their thinking before it can be added to the class chart.
EXAMPLE:
|CHANGES |GOOD OR BAD |WHO OR WHAT? |
|Large tree in school yard is cut |Good and bad |Good for traffic to have the road|
|down to widen the road | |wider. Bad for the animals who |
| | |lived in the tree. The school |
| | |loses shade. |
| | | |
| | | |
4. Prior to the lesson, invite several community members to be interviewed by small groups of children. Invite people who have lived in the community for a long time, for example, a child's parent who grew up in the community, or a grandparent, a retired teacher, a business owner, or a community official. Divide the children into groups of four or five. Brainstorm interview questions with each group. On the day of the interview, provide a copy of the interview questions for each child in the group. Assign each child at least one question. Locate a quiet place and have a parent volunteer record the interview.
Possible interview questions include:
o How long have you lived in the community?
o What are the changes to the natural environment you have observed?
o What was the best change?
o What was the worst change?
o Who or what was affected by the changes?
o Were the changes natural or made by humans?
Compile the information from all of the interviews on a large class chart such as the following:
|Visitor |Years he/she has |Changes |Best change |Worst change |Affected who or |Natural or human |
| |been a resident | | | |what |change |
| | | | | | | |
| | | | | | | |
| | | | | | | |
5. Gather old maps and photographs of the community from the library, city hall, township clerk, etc. Call upon parents to send in old photographs to help with the community environmental change project. Divide the children into small groups. Instruct each group to carefully look at the maps and photographs and compare the natural and human features shown then with those of today. Have each group share their photographs and maps and report the changes they observed to the rest of the class.
6. Have the children use the information gathered from the neighborhood walk, guest speakers, maps, and photographs to create a large class chart showing ways the natural environment has been changed in their local community and ways people's lives are affected by the natural environment.
EXAMPLE:
|Changes to the natural environment |Ways people’s lives are affected |
|Lightning strikes a tree |The tree is cut down, shade is lost, but they have |
| |firewood. |
|A developer cuts down many trees |People lose shade, oxygen, and green plants, but it |
| |makes space for more houses. |
| | |
7. Conclude the lesson by having the children write an entry in their Thinking/Writing Journals. Encourage the children to make a personal connection as to how their lives are affected by changes in the natural environment.
Possible prompts include:
How does pollution in the lake or river in our community affect your life?
What does pollution do to the plants and wildlife, and how does that affect your life?
Is pollution a good or bad change, and why?
8. Add the word "environment" to the class word wall.
Assessment
The creation of the class chart is an informal assessment of the children's ability to gather, organize, and analyze information. The Thinking/Writing Journal entry in Step 7 is a more formal assessment of the children's understanding of how the environment changes and how people are affected by these changes. The criteria for assessing the writing in the journal should include:
• Clearly identify the environmental change
• Classify it as a good or bad change
• Identify who and what was affected by the environmental change
Application Beyond School
Children ask family members what they think are the problems relating to the environment in their community. Children can share this information with the class.
Connections
English Language Arts
The Thinking/Writing Journal entries provide children the opportunity to demonstrate skill in expressing their understanding and concern about environmental changes.
Science
This lesson engages children in processing information about the natural environment.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |II. Geography |
|Topic: |Human/Environment Interaction |
|Grade Level Standard: |2-6 Describe human interaction in the environment. |
| |
|Grade Level Benchmark: |3. Suggest ways people can help improve their |
|environment. (II.2.EE.3) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Make a list of “Ways to Preserve the Environment.” Let children brainstorm ways of improving | |
|environment. (activity attached) | |
| | |
|2. Visit a local recycling center to explore how it works. | |
| | |
|3. Environmental Problems and Possible Solutions (activity attached) | |
|New Vocabulary: |
Ways to Preserve the Environment
This lesson could be taught in conjunction with Earth Day so the lesson has a school-wide context. Ask students to brainstorm ways to preserve the natural characteristics of our environment and why it is so important to do so. Create a chart with two columns. The first column is titled, “Ways to Preserve the Environment.” Write the children’s ideas in the first column.
Read one or more of the non-fiction books about recycling and trash. Explain to (or review with) students the “reduce, reuse, recycle” motto and teach about the conservation of energy and fuel-efficient automobiles. Ask if there are any more ways to preserve the earth to add to the first column of the paper.
Create a heading on the second column, “How It Helps the Earth.” Children are assigned one of the ways to preserve the earth and asked to determine how that action helps preserve the earth. For example:
|Ways to Preserve the Earth |How it Helps the Earth |
|1. Turn off the water when you‘re brushing your teeth. |1. Conserves water so that we have more water for the future. |
Write down the students’ responses on the paper and invite others to give feedback or additional responses.
Environmental Problems and
Possible Solutions
(SS020209)
Abstract
In this lesson the children apply and extend their learning by identifying environmental problems in their local community and consider possible solutions. Through substantive conversation with community members and parents, in addition to a survey of peers from another classroom, the children identify environmental problems. Children brainstorm possible solutions to the environmental problems and in small groups create a brief television news report describing one environmental problem and ways people might solve the problem. The news report is presented to another class.
Subject Area: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
Unit of Study: The Geography of Our Community
Benchmark
Identify environmental problems in their local community and consider possible solutions (II.2.EE.3).
Key Concept
human/environmental interaction
Instructional Resources
Teacher Resource
Earthworks Group, The. 50 Simple Things Kids Can Do to Save the Earth. Kansas City: Andrews McMeel Publishing, 1990.
Madden, Don. The Wartville Wizard. New York: Macmillan, 1986.
Sterling, Mary Ellen. Thematic Unit Our Environment. Huntington Beach: Teacher Created Materials, Inc., 1991.
Other
Chalk/White Board
Chart Paper/Markers
Drawing paper for posters
Newspapers for the local area for several days or weeks from which to select information about local environmental
problems and issues
Overhead Projector/Transparency
Sequence of Activities
1. Read The Wartville Wizard to the class to provide a thought provoking look at an environmental problem. Discuss with the children the problem of trash from the Wartville Wizard and possible solutions to the problem. Explain to the children they are going to identify environmental problems in their community and look for solutions.
2. Ask those children who created family surveys from Lesson 8 to share them with the class (Application Beyond School). Start a class list of environmental problems in the community identified by the surveys. The local newspaper over a period of days or weeks may be used as a source for further information about environmental problems. Examples may be pollution, litter, poisons, and smog, etc. Encourage the children to brainstorm additional problems that are then added to the class list. Post the list in the classroom.
3. Invite a park naturalist, fish hatchery worker, an official from the Department of Natural Resources, or a biology teacher to speak to the children about environmental problems and solutions in the community. Have the children identify additional environmental problems highlighted by the speaker. Add these additional items to the class environmental problems list.
4. Have the children survey peers from another classroom about the topic of environmental problems and solutions. Have the children organize information for the survey, orally explain the purpose of the survey, and analyze the data. A possible procedure is as follows:
o Schedule a time to visit another classroom.
o Tell the children they will be speaking to at least one, but not more than two children from the other class. They may choose that person or be assigned one.
o Have each child verbally inform the child from the other class that their class is studying environmental problems and solutions. Tell them that a survey and the data it gathers may be helpful in finding solutions to environmental problems around the school.
o At the time of the actual survey give each child, drawing paper, writing paper, crayons, and pencils.
o Have them ask the child from the other class the following two questions, "What do you think is a problem in our school environment?" "How might this problem be solved?" The responses may be written, or drawn by the surveying partner.
o Have the class review the completed surveys. Tally and classify the problems and possible solutions on a chart (example below). Discuss the problems and solutions generated by the survey. Discuss with the class the viability of the solutions. Compare the problems on the surveys to the class environmental problem list and add any problems that are new.
|Problem |Possible Solution |
|Litter on the school grounds |1. Have a clean up day |
| |2. Make posters for the school |
| |3. Have a clean up committee |
| | |
| | |
5. Read 50 Simple Things Kids Can Do to Save the Earth to the class and discuss solutions to the environmental problems identified in the book. Add these problems to the chart from Step 4, and brainstorm and record possible solutions. In a follow up discussion to the reading, guide the discussion so the children think in terms of recycling, reusing and reducing as solutions for environmental problems in their community.
6. As a culminating activity, have the children work in groups of two or three to create a television news report describing an environmental problem in their local community. Tell them to identify ways people might solve the problem. Have each group present their report to groups from another class. A possible sequence of activities is as follows:
o When available, have parent volunteers or high school students help in the preparation of the news report.
o Have the children choose or assign them to groups of two or three.
o Have each group choose a problem from the class environmental problems list.
o Have each group decide ways in which people might solve the problem. Using solutions from the class list is acceptable.
o Tell the children to write a script for a television news report. Tell each group to decide who says what and when in the report.
o Have the children make posters to describe the environmental problem and solution, and use them as visual aids.
o Prepare a studio/stage in the classroom.
o Practice, practice, practice!
o Invite another class to view the news reports, possibly the class that participated in the survey.
Assessment
The television news report is a formal assessment to apply and extend learning about environmental problems and possible solutions in their community. The work of each child is individually evaluated within the group presentation.
Application Beyond School
Ask the children to take a clean can or jar and recycle it into something useful, and bring it to school for a class sharing time.
Connections
Arts
The posters drawn for the television news report are a visual expression of learning using artistic skills.
English Language Arts
The fiction and nonfiction literature in the lesson provides a catalyst for discussion and ideas from several perspectives.
Preparing the survey and introduction involves clear, focused writing and speaking.
The television news report requires quality writing and speaking with a specific audience in mind.
Science
The lesson focuses on the scientific topics of ecology and environmental problems and solutions.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |II. Geography |
|Topic: |Location, Movement, and Connections |
|Grade Level Standard: |2-7 Describe location, movement, and connections. |
| |
|Grade Level Benchmark: |1. Identify locations of significance in their immediate |
|environment and explain reasons for their location. (II.3.EE.1) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Neighborhood Services—Where are they and why? (activity attached) | |
| | |
|2. Where is Our Local Community? (activity attached) | |
| | |
|3. Learning A New Environment (activity attached) | |
|New Vocabulary: |
NEIGHBORHOOD SERVICES—
Where Are They and Why?
Preview of Main Ideas
Why is the bank on Main Street? Why is the fire station nearby? The locations of such services are often planned to provide convenient access for the entire community. This lesson focuses on the locations of public and private community services. It invites students to explore reasons why services are located where they are. Using local examples will give students the opportunity to gather information from primary sources.
Connection With the Curriculum
Social studies—community study
Geography Standards
1. How to use maps and other tools and technologies
3. How to analyze the spatial organization of people, places, and environments
12. The processes, patterns, and functions of human settlement
Geography Themes:
Location, Place, Human/Environment Interaction, Movement, Regions
Materials
• One copy of a map of your community for each student (often available from town, city, or county offices; the chamber of commerce; libraries; or local tourist-information offices)
• Large copy of the community map (or overhead transparency)
• Chart paper and marker
• Overhead projector (Optional)
Objectives
Students are expected to
• Acquire data from primary and secondary sources related to the location of community services
• Identify common and different factors present in the location of each service
• Make generalizations about the locations of community services
Opening the Lesson: Day One
Take students on a walking tour of the school grounds or around the block. Discuss why the school is located where it is. What is located around or near the school that can help explain the school’s location? How much land is needed for a school? What other requirements are there for a school site? Allow students to express their ideas and have one student record them for later use. For younger students, use a tape recorder to collect ideas.
Developing the Lesson: Day Two
Distribute a community map to each student. Have students plot their home and school locations on the map. (You may suggest that parents help students with this activity.) Ask students to plot the route they take from home to school. Review the students’ ideas about why the school is located where it is. Ask students if they can back up any of their ideas with information on their maps.
If possible, indicate the locations of the students’ homes and the location of the school on a large map of the community or overhead transparency. Discuss patterns. Who lives the closest? Who lives the farthest away? Are all the homes closely clustered around the school? Are there clusters of students living in one area? Do some students travel long distances to school? Ask students why they attend this school and not another one in the community. Again refer to the ideas collected on day one. Talk about north and south, and left and right turns that they take on their way to school each day.
You may wish to have younger students build three-dimensional maps of the school and surrounding areas using small, painted boxes and other available materials.
Invite the principal or other official to explain why the site was selected for the school.
As students realize that a variety of factors must be taken into account when deciding where to build a school, record them on a chart titled “Why Is Our School Located Here?”
Choose one or two other community service buildings, such as a library, bank, police station, or fire station, to study in the same manner. Take a field trip to the sites to investigate the reasons for the locations. Interview a person who works there (or perhaps someone from the local historical society) about the reasons for the location of each service. Ask students to suggest reasons for the location of each service.
As each site is studied, prepare a large chart that lists the information that the students have gathered. Plot the location of each service on the map. For example, if the library is studied, create a chart titled “Library Location Notes.” Information might include the exact address, other buildings near it, and distance from your school. Ask students to suggest reasons for the location.
Concluding the Lesson
Display the large charts and the community map or overhead map transparency. Write the students’ ideas about the similarities among the sites on the chalkboard or on a large sheet of paper. Count how many times the same idea was expressed to demonstrate similarities. Have students identify differences among the site locations and suggest reasons for the differences.
Extending the Lesson
What services would students like to have in the community that are not now available? Use the community map to design additions for the town. Ask students where they would build these new services and why.
Invite a guest speaker to your class, such as a store owner, a restaurant owner, or a school principal who is planning a new building or facility. Discuss the process the speaker used to select a suitable site.
Assessing Student Learning
Have students draw pictures of each of the sites studied. Then have them write one or two sentences under each picture giving reasons for the location of each service.
This lesson from TC Tool Kit: A Resource for Teacher-Consultants, National Geographic Society, 1993.
Where Is Our Local Community?
(SS020203)
Abstract
The children learn to describe the relative and absolute location of their local community. Regional and/or community maps, grids and models, in addition to discussion activities that apply the terminology of location, enable children to determine relative and absolute location. A variety of maps are used to assess the children's ability to describe the relative location and specify the absolute location of their local community.
Subject Area: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
Unit of Study: The Geography of Our Community
Benchmark
Describe the relative and absolute locations of their local community (II.3.EE.1).
Key Concepts
absolute location
relative location
Instructional Resources
Other
Chalk/White Board
Chart Paper/Markers
Drawing paper
Overhead Projector/Transparency
Regional and/or community maps (at least one for every two children)
Scrap paper
Thinking/Writing Journals
Sequence of Activities
1. Use the Thinking/Writing Journals to begin this lesson. Have the children use the writing prompt:
"How could a map be useful to you in everyday life?"
Share responses as a whole class.
2. Prior to looking at actual maps, brainstorm with the children places and things that are near to their community. Record the responses on chart paper or a transparency. Guide the children by asking about other towns, cities, farms, lakes, or forests, etc. in the area. Some questions about other towns might include, "Are these towns large, do they have industry, are the farms large, and do they have animals or just crops?" Explain that they can tell about the relative location of their community by knowing what is around it. It can be one more way for the frogs (mentioned in Lesson 1) to inform each other.
3. Use regional and/or community maps, at least one for every two children, for authentic exploration of the concept of relative location. Allow them some time to find their community and look at what is around it. They notice familiar places, such as grandma's town, or a favorite camping spot, a shopping center, an airport, etc.
4. Take the children on a map scavenger hunt by asking them to find different locations near their community on the maps. Have them locate and point to places specific to their community. Give instructions such as, "Find another town or locate the airport near our community."
5. As a check for understanding, follow up the scavenger hunt with a drawing activity. Distribute drawing paper to each child. Ask them to put the name of their community in a box or circle in the middle of the paper. Give them sufficient time to draw and/or write outside of the box or circle as many things as they are able to think of that are near their community. As other classmates mention near-by places during the whole class sharing period, they may add them to their drawings.
6. Explain to the children that there is another way of finding a location on a map when things are not familiar. They do it with squares called a grid. By learning to use a map grid they can find places easier and faster. This method is called absolute location. Absolute location uses a grid or other specific plan to identify the locations of places. Latitude and longitude enable the absolute location of places on Earth. Street addresses enable the absolute location of houses and stores in the community. Show the children that when they play Tic-Tac-Toe they are using a grid, lines that cross to make boxes and the X or O is put in a specific box. Ask them to choose a partner and allow a few minutes for them to play. Model the game on the chalkboard or a transparency if there are children who don't know the rules. Another game that may be familiar to the children is Battleship, where the location of the opponent's ships is denoted by an alphanumeric grid.
7. Reproduce the following grid or one similar to it for each child.
Use the same grid to model the activities using a transparency, chart paper, or chalkboard. Point out to the children that a real map grid will have letters along the sides and numbers along the top and bottom or they may be reversed. The letters or numbers going across are rows and the letters or numbers up and down are columns. The numbers and letters enable a map user to locate a specific location by finding where the rows and columns cross. Do the following grid activities together:
o Move your finger across row A to the starburst; notice it is in Column 2. The absolute location of the starburst is A2.
o Move your finger across row C to the doughnut. What column is it in? The absolute location is C4.
o Where is the arrow? D1
o Where is the heart? B3
o Color C2 blue.
o Put a smiley face on A4.
Continue with other directions, adding things at absolute locations until the children are able to apply the concept and skill in using absolute location.
8. For more practice with grids and coordinates create a 3 by 3 square grid on a transparency or chart paper with A, B, C, on the left side and 1, 2, 3, across the top. Divide the class into two teams to play Tic-Tac-Toe again. One team is X, the other O. Start with team X and ask one child to tell you where to place the first X, where the row is a letter and the column is a number, as in A1. Ask a team O child to tell you where to place the first O. Continue going back and forth between teams until the game is won or tied. Team members may help each other. After two or three games have the children draw their own lettered and numbered 3 by 3 grids on scrap paper and pair up to play a few more rounds of the game on their own.
9. Another exercise to reinforce the concept of absolute location is to ask the children to draw a map of a familiar place, such as their bedroom, neighborhood, or schoolroom on an 8 x11-inch piece of drawing paper. Upon completion of their map they fold the paper in half four times so they end up with sixteen boxes. The children label the four boxes on the left A, B, C, D, and the four across the top 1, 2, 3, and 4. Sharing may be done as a whole class, in pairs, or a combination. Start by asking individual children in the class to tell what is in box C4 on their map, or A3, or B1. Continue in this manner for several minutes, and then have the children continue with a partner. Observe each pair.
10. Have the children go back to the actual regional and/or community maps. Tracing the vertical and horizontal lines on the map with a meter stick or ruler may help to see the grid better so the children are able to absolutely locate their community. At this time have them locate, using the grid map, several other places such as the library, the shopping plaza, etc., in their community.
11. Encourage the children to explore the map materials in the classroom map center or library for map grids.
12. Add the words relative location, absolute location, and grid to the geography word wall or bank.
Assessment
Informal assessment of relative location may occur during discussions, the map scavenger hunt, and the independent drawing activity. Absolute location may be informally assessed during the Tic-Tac-Toe game, independent map/grid making, and observation as the children use the real maps. The formal assessment task requires children to describe the relative location of their community and specify its absolute location when given a variety of maps. This may be done in individual conferences with the teacher, or as a written activity.
Application Beyond School
Families look at state or United States maps at home for places they have visited or would like to visit.
Connections
Arts
When students draw maps of their rooms, they use their artistic talent.
Mathematics
The ability to use a grid, and apply the concepts of number and letter coordinates is an extension of graphing and plotting skills.
Learning a New Environment
OVERVIEW
Lower elementary students have a difficult time adjusting to a new environment. If they feel comfortable in their surroundings, then learning can take place.
Purpose
This activity, which should be introduced at the beginning of the school year, is to orientate students to their surroundings.
Objective(s)
As a result of this activity, the students will:
1. Locate specific places in the school on a map.
2. Visit specific places in the school setting such as principal’s office, restrooms, lunch room, and playground.
3. Learn rules and responsibilities associated with specific settings including places within the school that are off limits.
Resources/Materials
Butcher paper, markers, individual maps of the building, crayons, construction paper, scissors, and storybook.
Activities and Procedures
1. The teacher will make a large wall map of specific places within the school building with white roll paper. Different colors should be used for each place.
2. The teacher should prepare doors, water fountains, etc. with construction paper in the same color as specific places shown on the classroom map.
3. The student will be given a small outline map. They will locate specific areas and color them to match the large wall map. Off limit places will be marked with an X.
4. The students will use individual maps to answer teacher made multiple choice questions orally.
5. The teacher will take the students on a building tour (along with maps and markers) as they visit each area stop long enough for students to mark the maps. They will learn the rules of each area.
6. The students will make a special trip to the principal’s office, and as a special treat, the principal will read a story to them.
7. The student will color the individual maps of the school setting. They will cut the map into pieces and use as a puzzle.
Tying It All Together
It can be used at the beginning of the year to orientate students to their surroundings. If students feel welcome and warm, it enhances the learning process. When they know and respect the rules of the school setting, it makes the environment a better place for everyone involved.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |II. Geography |
|Topic: |Location, Movement, and Connections |
|Grade Level Standard: |2-7 Describe location, movement, and connections. |
| |
|Grade Level Benchmark: |2. Identify people and places in other locations and explain |
|their importance to the community. (II.3.EE.2) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Where We Came From (activity attached) | |
| | |
|2. Learn about leaders of your state and nation and how their laws influence your community. | |
|New Vocabulary: |
Where We Came From
OBJECTIVE
Children will explore their family heritage.
In preparation for the activity, have children ask their parents and relatives to list the countries where their ancestors were born.
WHAT YOU NEED
• A large map of the world, displayed on a bulletin board
• Colored stickers, big enough for child's name and name of selected country
• Index cards
• Yarn
• Thumbtacks (optional)
WHAT TO DO
1. Choose one country from your list.
2. Write the chosen country's name and your name on a sticker.
3. Locate the country on the map and place the sticker on it. If you don't have enough space on the map for all the stickers, pin one large-headed thumbtack into each country and use yarn to connect each thumbtack to an index card. See Step 5.
4. Research the country and write five or more interesting facts about the country and/or culture on an index card.
5. Staple the index cards around the border of the world map. Use a piece of yarn to connect each child's sticker to his or her index card. If you have used thumbtacks rather than stickers for any countries, have each child write his or her name on the index card. Have children share with the class the information they researched.
Social Studies
Activity Worksheet
|GRADE LEVEL: |Second |
|Course Title: |Neighborhood and Community |
|Strand: |II. Geography |
|Topic: |Location, Movement, and Connections |
|Grade Level Standard: |2-7 Describe location, movement, and connections. |
| |
|Grade Level Benchmark: |3. Identify people, goods, services, and ideas in their local |
|community that have come from other places and describe why they moved. |
|(II.3.EE.3) |
|Learning Activity(s)/Facts/Information |Resources |
| | |
|1. Have students investigate a product. Where did it come from? Why is it important in your | |
|community? How did it get there? | |
| | |
|2. Talk about reasons they live where they do. Have them interview an adult in their family about | |
|what made them want to live there. Share their discoveries with the rest of the class as an oral | |
|report. | |
| | |
|3. My Community (activity attached) | |
| | |
|4. A Community Nearby (activity attached) | |
|New Vocabulary: |
My Community
(SS020701)
Abstract
In this lesson the children locate their community on maps and identify the people such as farmers, college students and others who live in the community. The children consider the reasons people chose to live in their community. They create an acrostic poem describing important features and characteristics of their local community.
Subject Area: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
Unit of Study: Other Local Communities, Near and Far
Benchmark
Locate other communities and identify their people (II.3.EE.3).
Key Concepts
community
human characteristic
Instructional Resources
Teacher Resource
Krasilovsky, Phyllis. Benny’s Flag. New York: Roberts Rinehart Pub., 2002.
Other
Chart Paper/Markers
Construction Paper
Crayons
Drawing Paper
Maps: United States, Michigan, county, and local
Markers
Overhead Projector/Transparencies
Writing Paper
Sequence of Activities
1. Prior to this lesson obtain various maps of The United States, Michigan, the county, and the local community from the Department of Transportation, county offices, the local chamber of commerce etc. Distribute one of the various maps to each child or every two children. Explain that they are going to locate their community on the various maps. Instruct them to put their finger on the community when they locate it on the map. Once they have found their community, direct them to trade with a classmate for a different map. Have the children locate their community on the new map. Continue until they have found their community on all of the various maps. Follow the map activity with a discussion using the following:
o Identify the communities that border our community.
o Is our community larger than nearby communities or smaller? How do you know?
o Is our community near water or forests? What are the names of the nearby lakes or rivers?
2. Write the following question at the top of a piece of chart paper or an overhead transparency.
Who lives in our community?
Ask the children to think about their own family, families in their neighborhood, and families in the community. Make a list of the children’s responses on the chart paper or the overhead transparency. Post it in the classroom. Possible responses to the question about those who live in the community:
o Farmers
o Factory workers
o College students
o People from other countries
Ask the children, “Why do these people live here?” Possible responses to why they live in the community:
o I live here because my grandparents live here.
o My dad has a job here.
o The schools are good.
o We wanted to be near a lake.
o There is plenty of space to grow corn.
o There is a college in the town.
3. Distribute a piece of writing paper to each child. Explain to the children they are going to write an acrostic poem about their community. An acrostic poem is written with the letters of a word, in this case the letters that spell the name of the community, written vertically on the paper. Each letter is the first letter of a word that becomes the first word in a line of the poem that describes their community. For example:
Water is in lakes everywhere.
A lot of people work for General Motors.
The schools are great.
Exciting summer festivals occur.
Roads have a lot of traffic.
Friendly people.
Oakland County surrounds Waterford.
Restaurants are on every corner.
Drayton Plains Nature Center is great.
Have the children write a rough draft of their poems on the writing paper. Distribute drawing paper or colored construction paper to each child. Instruct them to rewrite their acrostic poem on the drawing paper and decorate the poem using colorful markers or crayons. Hang the poems around the classroom at the children’s eye level so they are able to read their classmate’s work.
4. Read the story Benny’s Flag aloud to the children. Conduct a discussion following the story and have the children think of things they would put on a flag that would represent their community. Write their ideas on a piece of chart paper or an overhead transparency and post it in the classroom.
5. Prepare a letter to send home to parents or guardians explaining that the focus of Unit 7 is “Other Local Communities, Near and Far”. Include the focus questions for Unit 7 in the letter.
o What are some characteristics of other communities?
o How are other communities similar to our community?
o How are other communities different from our community?
Inform the families that there will be homework assignments and family projects designed to enhance and extend the lessons in the unit.
Assessment
The list created in Step 2 is an informal assessment of the children’s understanding of the people in the local community and reasons for living there.
The acrostic poem created by each child is a formal assessment of their knowledge of characteristics of their community.
Application Beyond School
The children, along with members of their family may use the ideas generated in Step 5 to design a flag as a symbol for their community. The children may bring the flags to school to share with their classmates. Display the flags in school in the classroom or the hallway.
Connections
Arts
The children use artistic skills to decorate their acrostic poems.
English Language Arts
The children use the elements of the writer’s craft when creating their acrostic poems.
Writing an acrostic poem is a way for the children to express their knowledge about factual material.
Children’s literature is used in this lesson to demonstrate how a flag was created as a symbol.
A Community Nearby
(SS020702)
Abstract
In this lesson the children locate a nearby community on a variety of maps. They identify the occupations of the people who live in the nearby community such as farmers or factory workers, etc. Guest speakers from the neighboring community help the children learn about the characteristics of the community, the people who live there and the reasons they chose to live there.
SUBJECT AREA: Social Studies
Grade Level and Course Title: Second Grade/The Local Community
UNIT OF STUDY: Other Local Communities, Near and Far
BENCHMARK
Locate other communities and identify their people (II.3.EE.3).
KEY CONCEPTS
community
human characteristic
INSTRUCTIONAL RESOURCES
Teacher Resource
Garza, Carmen Lomas. In My Family. Danbury, CT: Children’s Press, 2000.
Other
Chart Paper/Markers
Maps: United States, Michigan, county, local
Overhead Projector/Transparencies
Thinking/Writing Journals
SEQUENCE OF ACTIVITIES
1. Prior to this lesson choose a nearby community for the children to study. If possible choose a community with characteristics that are different from the children’s local community. Differences may include size, industry, agriculture, or ethnicity, etc. For example the children in Waterford may study Pontiac, or the children in Mount Pleasant may study Shepherd.
2. Explain to the children they are going to learn about a community that is near their local community. Distribute one of the maps (United States, Michigan, county, local) that were used in Lesson 1, Step 1, to each child or every two children. Ask the children to locate the nearby community on the map and put their finger on it. Once they have found the new community direct them to trade with a classmate for a different map. Have the children locate the nearby community on the new map. Continue until the children have found the new community on all of the various maps. Follow the map activity with a discussion using the following:
o Is the nearby community larger or smaller than our community? How do you know?
o Name the communities that are close to the nearby community.
o Identify some of the natural resources such as lakes, rivers, or forests that are close to the nearby community.
3. Arrange for guest speakers from the nearby community to visit the classroom to tell the children why people have chosen to live there. Possible speakers from the other community may include:
o A representative from the Chamber of Commerce
o A business owner
o A resident
4. Write the following question at the top of a piece of chart paper or an overhead transparency.
o What are the occupations of the people who live in __________________ (the neighboring community)?
o Why do they live there?
After each speaker has talked with the children record pertinent information on the chart paper or overhead transparency and post it in the classroom. Possible responses to who lives in the nearby community:
o Farmers
o Factory workers
o People working in the tourism business
o Educators
Possible responses to why the people have chosen to live in the nearby community:
o The area is good for farming.
o There are many jobs at the automobile plant.
o Many tourists visit the area.
o There is a large university in the community.
5. Have the children use their Thinking/Writing Journals to answer the following statements.
o Describe at least one way that our local community is different from the nearby community.
o Describe at least one way that our local community and the nearby community are the same.
Have the children share the differences and similarities between communities that they generated in their Thinking/Writing Journals with the rest of the class. Possible responses to differences in the two communities:
o Our community is smaller than the nearby community.
o Our community does not have a university.
o Our community has a large factory.
Possible responses to similarities in the two communities:
o Both communities are in Michigan.
o Both communities are in the United States.
o Both communities are near a lake.
6. Read the story In My Family aloud to the children. Have them describe the differences and similarities between their own community and the community in the story. Write their responses on a piece of chart paper or an overhead transparency. Post it in the classroom.
7. Add the following words to the “Community” word wall or word bank in a section for “Communities Near and Far”.
o Name of the neighboring community, e.g. Pontiac or Shepherd
o Different or difference
o Same or similarity
Assessment
The children’s responses in their Thinking/Writing Journals is a formal assessment of their understanding of differences and similarities in two local communities.
Application Beyond School
Have the children ask their parents, grandparents, or other family members why they chose to live where they do. Ask the children to share their family responses with the rest of the class at school.
Connections
English Language Arts
The children use the elements of the writer’s craft when responding in their Thinking/Writing Journals.
The children use listening skills when the guest speakers visit the classroom.
Children’s literature is used to portray another local community and why people live there.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- grade 11 mathematics past papers
- mathematics grade 11 question papers
- mathematics revision questions
- mathematics grade 8 question papers
- springer mathematics journals
- grade 10 mathematics past papers
- printable mathematics worksheets
- igcse mathematics questions and answers
- mathematics past paper 2018
- grade 10 mathematics papers
- ordinary level mathematics study notes
- cxc mathematics past papers 2018