Where Others Live: Types of Communities



|Lesson Synopsis: |

Students review the types of communities, examine physical and human characteristics of place, and compare the characteristics of communities.

TEKS

|2.7 |Geography. The student understands how physical characteristics of places and regions affect people’s activities and settlement |

| |patterns. The student is expected to: |

|2.7C |Explain how people depend on the physical environment and natural resources to meet basic needs. |

|2.7D |Identify the characteristics of different communities, including urban, suburban and rural, and how they affect activities and |

| |settlement patterns. |

|2.14 |Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute |

| |to our national identity. The student is expected to: |

|2.14B |Identify selected patriotic songs including The Star Spangled Banner and America the Beautiful. |

Social Studies Skills TEKS:

|2.18 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid |

| |sources, including electronic technology. The student is expected to: |

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

| |reference sources, and artifacts. |

|2.18E |Interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. |

|2.19 |Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: |

|2.19A |Express ideas orally based on knowledge and experiences. |

|2.19B |Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas. |

|Getting Ready for Instruction |

|Performance Indicator(s): |

• Perform visual analysis on photographs of communities other than the local community to identify, by listing, physical and human factors of each. Categorize the communities as urban, suburban or rural and explain, orally or in writing, the similarities and differences between communities. (2.7D; 2.18D, 2.18E) [pic] 3B; 5B

|Key Understandings and Guiding Questions: |

• Las comunidades varían en sus características físicas y humanas.

— ¿Cuáles son las características físicas de una comunidad?

— ¿Cuáles son las características humanas de una comunidad?

— ¿Cuál es la diferencia de las comunidades en características físicas?

— ¿Cómo ayuda el medio ambiente a las personas a satisfacer sus necesidades básicas?

— ¿Cómo las características físicas afectan la vida de las personas?

|Vocabulary of Instruction: |

• características físicas de un lugar

• medio ambiente físico

• recursos naturales

• necesidades básicas

• comunidad

• rural

• urbana

• suburbana

• patrones de asentamiento

|Materials: |

• Refer to Notes for Teacher section for materials.

|Attachments: |

• Handout: America the Beautiful (1 per student and 1 for teacher)

• Handout: Comparing Communities (optional, 1 per student)

|Resources and References: |

• Possible optional books:

— America the Beautiful by Katharine Bates and Wendell Minor

|Advance Preparation: |

1. Become familiar with content and procedures for the lesson.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Prepare to play a recording of “America the Beautiful”, audio or video. (Conduct an Internet search and/or contact the music specialist on campus.)

6. Prepare materials and handouts as needed.

|Background Information: |

Being able to analyze photographs and distinguish between human and physical characteristics of place will lay the needed foundation for students in the following years. It is vital that students be able to comprehend how the characteristics of place affect settlement patterns.

• physical characteristics of place – things in the environment made by nature (climate, landforms – natural hills and lakes)

• human characteristics of place – things made by humans (buildings, roads, fields/gardens of non-native crops, elevation changes as a result of human activity, lakes formed as a result of dams)

• regions – areas of the Earth’s surface that have similar physical or human characteristics distinctive from the characteristics of neighboring areas

|Getting Ready for Instruction Supplemental Planning Document |

Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

|Instructional Procedures |

|Instructional Procedures |Notes for Teacher |

|ENGAGE |NOTE: 1 Day = 50 minutes |

| |Suggested Day 1 – 10 minutes |

|Play the song “America the Beautiful”. |Materials: |

| |recording of “America the Beautiful” |

|Show a variety of pictures of communities that show physical and human characteristics in |pictures of communities showing a variety of physical and human |

|rural, urban, and suburban places. |characteristics in rural, urban, and suburban places |

| | |

|Facilitate a discussion regarding what students see. |Instructional Note: |

| |Pictures could be from a book or illustrating the song “America the |

| |Beautiful”. |

|EXPLORE – Visual Analysis/Review |Suggested Day 1 continued – 15 minutes |

|Choose one picture to focus on, perhaps a picture of the local community. |Materials: |

| |picture of the local community showing physical and human |

|Create a T-chart with the labels Physical characteristics and Human characteristics. Leave |characteristics |

|room at the top so that later in the lesson, the type of community can be deduced (rural, |chart/butcher paper for T-chart |

|suburban, urban). Also, leave space at the bottom of each column for students to deduce, | |

|also later in the lesson, that physical characteristics occur naturally and human |Purpose: |

|characteristics are engineered by humans. |Introduce ideas, review previous learning, and help students begin to |

| |deepen their understanding of the concepts of human and physical |

|To aid in concept development, as students name characteristics, write them in the |characteristics as well as begin to differentiate places as rural, |

|appropriate column. |urban, and suburban based on their characteristics. |

| | |

|Read the list of physical characteristics and discuss. Guide students to notice that |Instructional Notes: |

|physical characteristics are things that exist in nature. (Physical characteristics include:|Students have previously studied physical characteristics of place |

|landforms, bodies of water, natural resources, and weather.) |(TEKS 1.6A: landforms, bodies of water, natural resources, and |

| |weather). |

|Read the human characteristics and discuss. Guide students to notice that human |Students have previously studied human characteristics of place (TEKS |

|characteristics are things that have been engineered by humans. Guide students to speculate |1.6C: shelter, clothing, food, and activities). |

|about differences and perhaps notice that human characteristics are things that people have | |

|created as ways to solve problems and meet their needs (build houses to provide shelter, | |

|build roads to expedite travel, etc.). | |

| | |

|Add these terms to the Word Wall: human characteristics, physical characteristics, rural, | |

|urban, and suburban. | |

| | |

|Continue the discussion, comparing characteristics shown in pictures of urban, rural, and | |

|suburban communities and recognizing physical and human characteristics. | |

| | |

|Keep the chart posted throughout the lesson. | |

|EXPLAIN – Vocabulary |Suggested Day 1 continued – 10 minutes |

|Distribute or display pictures from the Engage section. |Materials: |

| |pictures from Engage section of communities showing a variety of |

|Student pairs choose one picture to analyze. |physical and human characteristics in rural, urban, and suburban |

| |places |

|Each partner should use at least two of the academic vocabulary words from the Word Wall in | |

|a sentence describing the picture. | |

| | |

|Teacher circulates, listening, probing with questions, and correcting misinformation. | |

| | |

|As time allows, switch partners and repeat. | |

|EXPLORE – Different communities |Suggested Day 1 and 2 continued – 30 minutes |

|Introduce discussion of basic needs by asking students what people need to live. (Food, |Materials: |

|shelter, clothing.) |drawing paper |

| |art supplies |

|Record the answers that students give. If students do not mention food, clothing, and |pictures of different communities in Texas |

|shelter, guide them to remember that people need these to survive. (They will likely mention|map of Texas with communities in the pictures noted |

|earning money to pay for what they need.) | |

| |Purpose: |

|Students think about the local community and consider how people in the community meet their|Students begin to discover that different communities have different |

|basic needs, relating them to characteristics of the local community. |physical and natural features, but there are some elements that are |

| |needed in every community. |

|Display a picture of a community in Texas and locate the community on a map of Texas. Point | |

|out geographic features of the state (rivers, Gulf of Mexico, mountains, coastal plain, |TEKS: 2.7A, 2.7B; 2.19A, 2.19B |

|forests, etc.). Also, name natural resources in various regions (oil, water, lumber, coal, | |

|fertile land, etc.), and discuss how they affect what people do in the region. |Instructional Notes: |

| |Basic human needs (SS TEKS – K.6A): food, clothing, shelter |

|Model thinking about the community in the picture by first noticing activities that take |Basic needs (Sci TEKS – K.9B): food, water, and shelter for animals |

|place in a community and then relating those activities to the physical characteristics of |and air, water, nutrients, sunlight, and space for plants |

|the place (landforms, bodies of water, natural resources, and weather) in order to provide |A graphic organizer, such as a version of the Graphic Notes Organizer |

|evidence that these characteristics affect human activities. (Examples: In this picture of |(below), could help students organize their ideas: |

|Rockport, Texas, people are fishing for food in the Gulf of Mexico. The Gulf of Mexico is a | |

|body of water. This is one way a body of water, a physical characteristic of the | |

|environment, affects peoples’ activities. In this picture of Amarillo, Texas in the winter | |

|time, people are wearing heavy coats and bracing against the wind whipping through Palo Duro| |

|Canyon. The weather, a physical characteristic of the environment, affects the way people | |

|dress. This is a picture of an oil well in Luling, TX. Oil is a natural resource. People | |

|earn a living drilling for oil and working on oil wells so they can purchase goods and | |

|services to meet their basic needs.) | |

| |People live where they can meet their basic needs. |

|Distribute pictures of Texas communities to student pairs. |People settle where there is water available (for drinking, |

| |transportation, etc.). |

|Student pairs should think about how the physical environment (landforms, bodies of water, | |

|natural resources, and weather) affects people’s activities and follow the same pattern as | |

|the teacher modeled to identify ways the physical environment affects people’s activities in| |

|the regions/communities in the pictures. Students create sentences to describe the | |

|relationships. | |

| | |

|Teacher circulates, probing with questions, correcting misinformation, and adding | |

|information as needed. | |

|EXPLAIN –Relationship between environment and activities |Suggested Day 2 continued – 10 minutes |

|Students draw pictures illustrating the sentences they created in their pairs. They write |Materials: |

|the sentence under the picture. |drawing paper |

| | |

|Students meet with a different partner to share and explain their drawings using at least | |

|two academic language terms (rural, urban, suburban, physical characteristics, human | |

|characteristics) and describing the relationships. | |

| | |

|Switch partners, and share again. Repeat. | |

|EXPLORE – America the Beautiful |Suggested Day 2 continued – 15 minutes |

|Distribute drawing paper and the Handout: America the Beautiful. |Materials: |

|Have students listen to the song and read along. Repeat and sing along. |index cards |

|Facilitate a brief discussion about the song, the meaning of its lyrics, etc. Connect parts |recording (audio or video) of “America the Beautiful” |

|of the song with what students learned in Celebrate Freedom Week. |highlighters or colored pencils (at least two colors) |

|Distribute highlighters and/or colored pencils. | |

|Students read (and listen) to the lyrics again, this time listening for physical |Attachments: |

|characteristics of places and underlining or highlighting them in one color. |Handout: America the Beautiful (1 per student and 1 for teacher) |

|Facilitate a discussion where students share their ideas and discuss why they marked certain| |

|phrases as they did. If possible, use a copy of the lyrics and a document camera to create a|Purpose: |

|class version. Students use academic vocabulary as they participate on the discussion. (They|Recognize examples of geographic characteristics in another context, |

|can change/adjust the marks on their copy of the lyrics as needed.) |and learn a patriotic song about America. |

|Consider allowing students to illustrate the physical characteristics identified by the | |

|class. |TEKS: 2.7C; 2.14B; 2.18B; 2.19A, 2.19B |

| | |

| |Instructional Notes: |

| |Many recordings are available online, with and without vocals. |

| |Choose verses/stanzas, or even lines, to focus on; the whole song does|

| |not need to be used. |

| |Kinesthetic movements and hand signals can be added to illustrate the |

| |lyrics (sway as amber waves of grain, put hands together in a V for |

| |mountains, etc.). |

|EXPLAIN |Suggested Day 2 continued – 5 minutes |

|Students turn and talk to a partner, using an academic language term to tell about their | |

|favorite part of the song. | |

|ELABORATE – Solidifying Understanding |Suggested Day 3 – 20 minutes |

|Facilitate a discussion where students use academic language to answer the guiding questions|Materials: |

|to support the Key Understanding. |T-chart created during the Explore on Day 1 |

|Communities vary in their physical and human characteristics. | |

|What are physical characteristics of a community? | |

|What are human characteristics of a community? | |

|How do communities differ in their physical characteristics? | |

|How does the physical environment help people meet their basic needs? | |

|How do physical characteristics affect people’s lives? | |

| | |

|Return to the T-chart created during the Explore on Day 1. | |

| | |

|Student pairs need to turn and talk about the chart. | |

| | |

|In a class discussion, decide whether the picture was of a rural, suburban, or urban area. | |

|Also, summarize physical characteristics and human characteristics. Add the information to | |

|the chart. | |

| | |

|Display a map of Texas or another portion of the world. | |

| | |

|Students make predictions about physical and human characteristics of other regions of the | |

|world. | |

|EVALUATE – Performance Indicator |Suggested Day 3 continued – 30 minutes |

|Perform visual analysis of communities other than the local community to identify, by |Materials: |

|listing, physical and human factors for each. Categorize the communities as urban, rural or |pictures of communities other than the local community |

|suburban and explain, orally or in writing, the similarities and differences between | |

|communities.(2.7D; 2.18D, 2.18E) [pic] 3B; 5B |Attachments: |

| |Handout: Comparing Communities (optional, 1 per student) |

|Provide students with pictures of communities other than the local community. | |

| | |

|If desired, use the Handout: Comparing Communities for this activity. Have students circle | |

|the type of community in each picture, then identify and list physical and human | |

|characteristics shown. On the back, students need to summarize a comparison between the | |

|communities, providing examples of similarities and differences. (The explanation can be | |

|completed orally.) | |

| | |

|Encourage the use of academic language in the product. | |

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