Second

Grade Unit/Vocab Lesson

Geography and Economics
Mackenzie Aaron
SST 309-05


















Title Page, Table of Contents
Overview/Rationale/Introduction




Overview/ Introduction: This Unit introduces second grade students to an integration of both Geography and Economics. Students
will explore places in the human system and how they are developed through a market economy. Students will understand the
characteristics of a community along with the goods, services, and ideas that are transported there. Through group discussions,
individual and partnered activities, and various resources, students will have the opportunity to compare and contrast the places
they live and are familiar with, with those of other communities. Students will also understand specialized resources needed and
produced in a community and how trade has impacted and benefited the people within communities.

GLCEs:
2-G2.0.1 Compare the physical and human characteristics of the local community with those of another community.
2-G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community.
2-E1.0.4 Describe the natural, human, and capital resources needed for production of a good or service in a community.
2-E1.0.5 Use examples to show that people cannot produce everything they want (specialization) and depend on trade with
others to meet their wants.



Rationale: It is important for young students to understand the community they live in and what makes it unique. By understanding
the different characteristics of their own community students will be able to broaden their thinking and relate this to learning about
other communities. It is also important for students to distinguish between goods and services, physical and human characteristics,
and the different kinds of resources. This will help students to gain understanding of that makes up a community and how it is
developed and managed. As students continue their learning and attendance at school they will develop and idea of their own role in
a community. By understanding the basic needs and wants of a community, students will begin to choose a field or job they can
specialize in. They will also appreciate the work of members in their own community and that of others that they trade with.






1. KUDs: The road map:
GLCE (coding and 2-G2.0.1 Compare the physical and human characteristics of the local community with those of another
wording); Verb(s) community.
underlined; type of Reasoning
learning: Knowledge,
Skill, Reasoning,
Product
Knowledge (K) Understand (U) DO: Vocabulary I Can
Demonstration of
Learning (DOL)
A community is a group Students will understand Students will name as Physical Characteristic I can compare the local
of people living in the that local communities many physical and Human Characteristic community with another
same place with common have many human characteristics Local Community community by stating the
characteristics. For characteristics and will they can about a local physical and human
communities to be local, be able to differentiate community. The will also characteristics of each.
they are in similar between physical and write a short paragraph
location to one another. human characteristics in explaining the
Physical characteristics the local community with comparison they notice.
are landforms and bodies those of another
of water. They can also community.
be weather, climate, and
animal life. A human
characteristic is
something that is man-
made such as buildings
or bridges. Human
characteristics can also
be the religion, political
system, and economic
activities.



GLCE (coding and 2-G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community.
wording) and Verb Knowledge
underlined

Knowledge (K) Understand (U) DO: Vocabulary I Can

Demonstration of
Learning (DOL)
The movement and Students will understand Students will write a Goods I can explain how people,
transportation of goods that transportation of short paragraph Transportation goods, and ideas are
is necessary within a goods, people, and ideas describing different ways Community transported within a
community. People can comes in many ways and goods, people, and ideas community.
be moved through cars, can be helpful. are transported within a
busses, trains, or local community. By each
airplanes. Goods can be description, students will
moved through the mail, create a picture showing
trucks, boats, and their explanation in more
airplanes too! Ideas can detail.
be transported through
word of mouth, email,
text messaging, or even a
phone call. People in a
community utilize
transportation not only
to move themselves
around but also to
expand their goods and
receive goods from
others.









GLCE (coding and 2-E1.0.4 Describe the natural, human, and capital resources needed for production of a good or service in a
wording) and Verb community.
underlined Reasoning
Knowledge (K) Understand (U) DO: Vocabulary I Can
Demonstration of
Learning (DOL)
A community is a social Students will understand Students will name off Natural Resources I can tell the difference
group of any size whose that communities need several examples of Human Resources between natural, human,
members reside in a goods and services in natural, human, and Capitol Resources and capitol resources in
specific locality, share order to be successful capitol resources within Production our community and
government, and often and also understand the a community and write a Good vs. Service explain how they help us
have a common cultural natural, human, and paragraph explaining Community make goods and services.
and historical heritage. capitol resources their significance when
Within communities involved to have goods producing goods and
people distribute goods and services. services.
and services in order to
flourish and provide for
their families. In order to
make these goods and
have services the people
use resources within the
community. A natural
resource is something,
such as a forest, a
mineral deposit, or fresh
water that is found in
nature and is necessary
or useful to humans. A
human resource is any
person and their
particular abilities and
skills. A capitol resource
is a productive benefit
such as equipment or
inventory that is man-
made and working to get
an income.



GLCE (coding and 2-E1.0.5 Use examples to show that people cannot produce everything they want (specialization) and depend
wording) and Verb on trade with others to meet their wants.
underlined Skill
Knowledge (K) Understand (U) DO: Vocabulary I Can
Demonstration of
Learning (DOL)
Trade is the act or Students will understand Each student will write a Trade I can give examples of
process of buying, that the process of trade paragraph explaining a Goods products that some
selling, or exchanging is necessary to help good they specialize in Specialization individuals specialize in
things with others. A people receive goods making and how they can Wants v. Needs making and how trade
good is something that they cant produce on utilize trade to obtain can help others obtain
you can use or consume, their own. goods that they are these products.
like food, books, a car or unable to produce.
clothes. You buy a good
with the idea that you
will use it, either just
once or over and over
again. Some goods you
need like food, and
water. These are
necessities to live. Other
goods are enjoyable to
have and are wants
meaning you would like
to have it but can live
without it. Specialization
is when a person is very
skilled and
knowledgeable in a
certain field or making a
certain good. They are
considered the best at
what they do because
they specialize in it.





The lessons below are Marzanos Six (6) Steps. This is a template for your own vocabulary ideas. The choices you make in the various
steps will depend on the grade level of your unit and the words that need to be taught. ALL of these Six (6) steps need to be evident
in your lessons.
Vocabulary Lessons: How will you take them where Resources needed: What materials and resources will they
they need to go? (Step-by-Step plan) need?
Instructional strategies/Social constructs: How will they (Page #s read, graphic organizers, books, posters, realia, etc)
work?
(AND what will YOU do?)

Using Marzanos Six Steps for Effective Vocabulary Instruction: Resource A Several pictures for each Vocabulary word that will
hang on the board for students to see.
Step 1 Description
The teacher introduces the vocabulary words Community,
Human Resources, Specialization, Physical Characteristic, and
Service through inquiry and description. These words will be
according to the script that is attached. In order to facilitate
learning and help students connect the terms to their own
lives, the teacher will use videos, books, and several pictures
that students are familiar with (Attachment A). Throughout
the explanation students will have various chances to ask and
answer questions

Step 2 - Restate
Students will put the definitions and meaning to the Paper
vocabulary words in their own words that make sense to them. Writing Utensil
Students will either use instructional strategies such as Author
Says, I Say and will also work independently to write simple
definitions in their own words and share with the class.
Teacher will invite students to share their ideas with one
another.

Step 3 Nonlinguistic Representations Resource B- The City Kid and the Suburb Kid by Deb Pilutti
Students will create visual representations of many symbols, (Cover Picture Attached)
scenes, or ideas that remind them of the vocabulary words. Paper
These can be whole page scenes of one picture or many small Colored Pencils
pictures. Let the students be free to explore and draw what Markers
comes to their mind. This will also help them to better Crayons
understand and recall the meaning of their vocabulary words.



Step 4 Activities Magazines
The students will activities related to each vocab word in order Scissors
to better understand and further their thinking. The students Glue
will cut out pictures from magazines that are related to the Paper
vocabulary, and also compare and contrast the words they are Slotted Time to go outside
learning. Resource C- Venn Diagram

Step 5
Throughout every step and lesson the teacher is asking and
answering questions with the students. Also students are
encouraged to discuss with one another and share their
thoughts. They use the strategy Think-Pair-Share and also
converse in small groups and whole class.

Step 6 Community and Careers Theme Box
Games will be played when the teacher feels it is necessary. Matching Cards
They will build class community and also further knowledge Concentration Game
and ideas about the vocabulary terms being studied. Note Cards
Writing Utensils





Script for Vocabulary Development


Step One-Description
Community: Teachers words: We are going to learn about the place where we live. We know that we live on the planet Earth, In
the United States of America, In Michigan, in the West, in Allendale. Allendale is the smallest description, and most specific place
where we live. It is what we know best out of the other places. Allendale is our community. We are familiar with the people, stores,
buildings, schools, and roads that our in our community. (Teacher will play the video City, Suburb, and Rural Communities to help
student visualize what a Community is).
http://schoolmediainteractive.com/view/object/quiz/CDFE7C029C4B81224D78F406576D5440

Step Two- Restate
(After watching the video have students do an Author Says, I Say. The students will write information they heard and saw in the
video, and then write their own ideas and definition for a Community).

Step Three and Five- Nonlinguistic Representations and Discussion
Teachers words: There are many aspects that make up a community. Think about the things around you that you see often when
going around the community you live in. Use paper and colored utensils to draw a picture of major aspects in your community.
(Possible Discussion Questions: Who are the people in our community?
What buildings are in our community? What do the houses look like?
What stores are located in our community? What schools are in our community?
What does the land look like? How do we get around our community? Whats the Transportation like?)

Step Four- Activities
(Students will sort through magazines to find certain aspects that are commonly found in communities. The students will cut out the
pictures to make a collage that will be displayed in the hallway for people to see what our class is learning).

Step Six- Games
(In small groups the students will play the Community and Careers Theme Box Game).
Lakeshore Learning. http://products.lakeshorelearning.com/learning/Community-Helpers


Step One-Description
Physical Characteristics: Teachers words: When we look specifically at communities we see several characteristics with our
own naked eye. It's important to know the community's size and its look. The hills, valleys, rivers, roads, and other features you'd
find on a map are what we can see when we look at a community. These are called the Physical Characteristics. We also notice if a
community is clean, ha well-maintained houses and streets, or if it is dirty.

Step Two and Five- Restate and Discussion
Turn to your partner sitting next to you and describe what a physical characteristic of a community is in your own words. Each
student needs to give different ideas and phrases. After discussing help your partner better their ideas by giving them suggestions.

Step Three- Nonlinguistic Representations
(The teacher will read The City Kid and the Suburb Kid by Deb Pilutti. While the teacher is reading the students will list physical
characteristics that they see in the book and small illustrations to represent them. This is meant for students to remember examples
of physical characteristics.)

Step Four- Activities
(The students will go on a tour outside around the school as a class. While walking around they will write down physical
characteristic they can see from the school. The may do this in partners or small groups. This will get the students outside and
moving as well as seeing physical characteristics through their own eyes.)

Step Six- Games
(The students will play a matching game with cards. They will need to separate the physical characteristics from the other
characteristics.)

Step One- Description
Service: Teachers words: Somethings that we buy in our community are items that we use or help us in daily life. Other things
that we buy might not be in physical form that we can hear, smell, taste, or touch. Sometimes I use my money to buy something from
someone else that is talented and experienced in doing what he or she is doing. I spend money to get my haircut from a talented
hairstylist. Does she give me an item? (Students may answer, show a picture). A fire fighter helps me if I have a fire in my house
(Show a picture). A musician teacher helps me to improve on playing the piano (Show a picture). When my back is sore, a
chiropractor helps to make it feel better (Show a picture). My neighbor might help me rake my leaves in the fall (Show a picture). A
doctor might also help my to get rid of my cough when I am sick (Show a picture). What are all these people giving me in return for
money? (Students may answer with multiple ideas). When someone is doing something for another person this is called a Service.
(The teacher will write the word large on the board).

Step Two- Restate
Teachers words Today we learned what a Service is. How would you explain this word to someone who didnt know it? Write a
sentence explaining the word in your own words. (The teacher will invite some on the students to share what they wrote).

Step Three- Nonlinguistic Representations
Teachers words What have you and your family spent money on recently that was a service? (Teacher gives an example of service
they received, tell students they need to think of a different example and may not use yours). On a plain sheet of paper draw a
picture of the service that you received recently. (Collect the drawings and display them by the word Service on the board).

Step Four and Step Five- Activities and Discussion
(Teacher will put pictures on the projector or board for all students to see. The teacher will call on students individually to describe
the picture and state whether it is a service or not. Discussion will be occurring between teacher and student and peers throughout
the whole class. The teacher will give students time to discuss extensively when working together before the game starts in Step Six).

Step Six- Games
(Students will work together as tables or groups to name services and non-services. They will write each example on a note card
with the word service or non-service on the opposite side. They will try to think of tricky ideas to test their classmates. Each table
will get a turn to ask another group if the card they picked is a service or not. They team that gets the most cards correct wins the
game. Everyone is engaged and the teacher is intervening when necessary to help facilitate learning).


Step One-Description These two words would work best being taught together after Services.
Human Resource and Specialization: Teachers words: Yesterday we talked about Services. (Invite students to recall the
information and give a few examples of services). The people that gave us those services were talented and skilled in the fields they
were working. A fire fighter is skilled at fighting fires, a hair stylist is talented in cutting hair, and a doctor is talented in recognizing
illnesses and treating them. The actual people that are giving us these services are our communities Human Resources. We need
these people to work and give us the things we need and want in return for money. The service that they are performing for us is
that persons specialization. There are many specializations that people can have. (Show picture of a dancer) This person
specializes in performing for others through her dancing. (Show police officer picture) A police officer specializes in regulating the
law and catching bad guys. (Show picture of a shirt) How could this be related to specialization? (Allow students to answer their
ideas) A seamstress specializes in making shirts and clothing. (Make sure students realize that the shirt is NOT a service, it is a good
produced).

Step Two- Restate
Teachers words: On your own, write the definition for human resource and specialization. Then write a sentence using both of the
words. (Have students share their thoughts and write a few sentences on the board).

Step Three- Nonlinguistic Representation
(Using the sentences that the students created, have them illustrate the scene they thought of. These may also be posted on the
board during discussion).

Step Four and Five- Activities and Discussion
(Give students the Venn diagram worksheet and have them write similarities and differences the two words Human Resources and
Specialization. After Working on the assignment on their own, they will do a Think-Pair-Share where the students get with others
at their table and discuss what they thought about and wrote down. Invite them to add more ideas to their worksheets that they
thought of as a group.)

Step Six- Game
Concentration Game: Divide the class into small groups. Each group is given a set of cards, which are spread out on the table
facedown. The sets are made up of two kinds of cards: word cards + definition/picture cards. Students in turn pick up a card, turn it
over, and try matching it to its corresponding card. If there's no match, the cards are returned to their original place on the table and
play passes to the next student. If a match is made, the student keeps the pair and tries to make another match. Once all the cards
are matched, the winner is the player who has matched the most number of cards. Variation: Rather than using word +
definition/picture cards, students can match the first and second half of common phrases, expressions, idioms or other multi-word
lexical items; e.g. "have" on one card, "a good time" on the other card.

















Resource Attachment A:

































Resource Attachment B:
































Resource Attachment C:




































Works Cited



Google Images

Mark Koprowski, (2006), Ten Good Games for Recycling Vocabulary. The Internet TESL Journal, Vol. XII, No. 7.
http://iteslj.org/Techniques/Koprowski-RecylingVocabulary.html

Marzano, R. and Pickering, D. (2005), Building Academic Vocabulary: Teachers Manual. Alexandria, VA: Association for
Supervision and Curriculum Development

SchoolMedia Interactive, (2009-2014).
http://schoolmediainteractive.com/view/object/quiz/CDFE7C029C4B81224D78F406576D5440

Lakeshore Learning. Community and Career Theme Box http://products.lakeshorelearning.com/learning/Community-
Helpers