Lesson Plan #1

Grade: 2nd Social Studies Strand: Geography

Submitted By: Nancy Vargas-Cisneros

EDEL 453: Teaching Elementary School Social Science Nevada State College Spring 2014 Instructor: Karen Powell

Lesson Plan #1 - Geography

submitted by: Nancy Vargas-Cisneros

B. Summary of the Lesson Plan: This social studies lesson is for 2nd grade students to learn about communities and what characteristics make up neighborhoods. This lesson uses the Houghton Mifflin Social Studies textbook Neighborhoods (p. 36-39). C. Basic Information: Grade Level: 2nd grade Time to Complete this Lesson: approximately 50 minutes Groupings: Whole group when discussing questions and readings. Independent practice doing study guide as assessment and reading skill worksheet (bottom of p. 36)

D. Materials: Houghton Mifflin 2nd grade Social Studies Book: Neighborhoods (p.36-39)- one for each student Vocabulary and Study guide worksheet (under Unit Resources p. 36)- one for each.

Reading Skill Worksheet-Main Ideas (Unit Resources p. 36)-one for each student

Paper and pencils E. Objectives:

Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 2

Lesson Plan #1 - Geography

o NV State Social Studies Standards o

submitted by: Nancy Vargas-Cisneros

G6.2.2-Describe neighborhoods and communities as places where people live, work, and play. G6.2.2- I can describe different neighborhoods and communities where I live.

Student-Friendly Standards

F. Vocabulary Neighborhood- part of a town or city where neighbors share schools, parks and stores. Community a group of people who live, work and follow the same rules.

G. Procedure: 1. See notes on TE 36- Get Set Read -Explain the study Guide and Reading Skill assignments students will complete as we read. -Have students look at picture on page 39. -Have students identify. Who the people in the picture are? What are they doing? Where are they? What are some places in the map that are in your neighborhood? -Introduce students to new vocabulary (community, neighborhood) 2. Students will read p. 36-37 as a class, taking notes and pausing to ask questions. 3. While reading p. 37 students will work on reading skill: main idea worksheet. After reading finish study guide independently. 4. Ask questions about the reading. - (TE p. 37 Teach) What is a neighborhood? - (TE p. 37 Neighborhood activities) What do neighbors sometimes do to help their neighborhood? (TE p. 37 Neighborhood activities) - (TE p. 37 Teach) What are some things that you see on the neighborhood map on p. 37. - (TE p. 38 questions on margins) What is a community? What are some times people in your community get together?

H. Assessment: What will you use to measure student understanding? Critical thinking on TE p. 70 : Explain how you will know students understand the concepts from the lesson.

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 3

Lesson Plan #1 - Geography

submitted by: Nancy Vargas-Cisneros

When students are able to talk about and describe the differences of communities and neighborhoods. Point out characteristics on the picture maps of communities and neighborhoods. I. Closure: Discussion questions on Review and Assess TE p. 39.

J. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think describing the neighborhood map on p. 37 because students will have a visual of what a neighborhood looks like and make it easier for them to point out what is in it. I think it should be easy for students to point of details on the neighborhood map. 2. Which part will be most challenging for you to teach? I think the most challenging will be teaching students what neighbors do to help their neighborhood. Some students might live in neighborhoods where neighbors dont do anything to help their neighborhood. They could live in neighborhoods where neighbors dont get along and only make the neighborhood worst. 3. How will you follow up or extend this lesson? To extend on this lesson, I would use Extend Lesson 2 (p. 40-41). Students will review communities, neighborhoods, and learn about community leader. 4. What can you do for students who dont grasp the concepts? For students who are not grasping the concepts I would use the extra support activity (leveled practice) on bottom of TE p. 37. Take students on a walk around the school neighborhood and work on a list of things they saw. I could also do the reteach mini lesson on TE p. 39. Have students write or draw something on cards that they see in their neighborhoods. Then have them attach the cards on a web cluster labeled community. 5. Which part of the lesson, if any, do you think might need to change? I think the lesson overall is easy to understand. There are plenty of visuals of neighborhoods and what they have and great discussion questions to talk about. I dont there is anything I would change. 6. When you were writing this lesson plan, what was the most difficult part? I think the procedure was the hardest part because I always have a hard time deciding what I should do first on my lessons. I have to put myself in place of a student and decide what as a student would I need to know first in order to do the next step.
Nevada State College EDEL 453 - Spring 2014 Karen Powell- Instructor page 4

Lesson Plan #1 - Geography

submitted by: Nancy Vargas-Cisneros

Nevada State College

EDEL 453 - Spring 2014

Karen Powell- Instructor

page 5