Community Unit Plan

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My Community
Unit Plan
By
Ann Preidis
Grand Valley State University
Summer 2018
EDI 633
(Revised by L. McCrea, 2003)

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Unit Plan: My Community
Introduction
I chose the unit Community for a few reasons. The first reason is because I created an initial
lesson plan for the semester from this topic. The second reason was because I thought it was
important for the students to learn about where they live. Using their own community allows
students to build personal connections to the topics they will learn about, thus they will maintain
interest and remember the material longer. Finally, much of the unit contains hands-on activities
which is fun for students.
The second-grade content standards and objectives include:
2H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades
using a timeline of local community events.
2.H2.0.4 Describe changes in the local community over time.
The theme for this unit is ‘Then and Now’. Students will continually explore their current
community and make comparisons with their community historically. Each lesson is intended to
facilitate higher order thinking, hands-on exploration, creativity, writing skills, and collaboration.
Technology use in this unit can be differentiated based on school resources and/or time
limitations. This lesson includes assessment technology like Plickers, multimedia such as Animoto
and YouTube, and interactive maps like Google Earth.
This unit contains many small formative assessments. Students learn best when their skills can
be applied in a variety of ways, therefore, the focus on this unit was to test formatively in each
lesson.
Tentative Lesson Schedule:
Lesson 1: Types of Communities
Lesson 2: A Journey Through Time
Lesson 3: Past, Present, and Future
Lesson 4: Community Changes
Lesson 5: Time and Community Change
Abstract: Lesson 1- Types of Communities

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This is a two-day lesson. The goal of this lesson is to begin talking about the types of
communities and identify which type of community we live in. This lesson uses Plickers as a quick
pre and post knowledge assessment. The lesson uses Social Studies Alive! My Community
textbook with an interactive notebook for students to practice their writing skills, creativity, and
critical thinking. The lesson also includes use of Google Earth to study the types of communities
in a hands-on way as well as develop spatial and fine motor skills. Lastly, students will create a
graph with data created by the class and study the results.
Abstract: Lesson 2- A Journey Through Time

This lesson is a two-day lesson. The goal is to get students thinking about time, the different
ways it can be expressed, and the order. The lesson begins with a short teacher-created Animoto
film that uses a timeline represented by decades. The purpose is to introduce timelines and
decades. Students will have a lot of practice understanding chronology in multiple ways such as
days, time, order of events, etc. One feature is a floor puzzle that will get students moving
around and thinking about time in different ways. Finally, students will create their own
timelines. Pre and post assessment is done via graphic organizer (KWL) chart.
Abstract: Lesson 3- Past, Present, and Future

This lesson takes one day. The goal is to get students thinking about their local community, the
events that take place in our everyday lives now versus how things used to be in the past.
Students will use the My Community: Then and Now kit from the GVSU Curriculum Materials
Library to make comparisons of past and present people and places. The use of graphic
organizers continues as well Plickers. Students go on a scavenger hunt to explore primary
sources of the past.
Abstract: Lesson 4- Community Changes

This lesson takes one day. The goal is to deepen the conversation about community change.
Students review key terms from the previous lessons and continue to make comparisons. This
lesson also includes cause and effect relationships. Students will use graphic organizers to keep
track of their thoughts while working in groups to make comparisons of past and present and
cause and effect relationships in a community. Students go on a different scavenger hunt around
the classroom.
Abstract: Lesson 5- Time and Community Change

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This lesson takes one day. The goal is to bridge the gap between time and community changes.
In effort to keep the lesson relevant to students, the lesson involves rearraigning the classroom
community enough for students to take notice and have some effect on how the classroom
functions. This lesson focuses on lesson 10 of the Social Studies Alive! textbook to help tie the
topics together. The chapter discusses change of San Francisco, where the students learn about
SF over time and will read information from a timeline. The chapter comes with an interactive
notebook that will help the students practice reading, writing, comprehension, and creativity.
The interactive notebook is the final assessment of the unit and is summative.

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My Community
Lesson: A Journey Through Time
Subject Area: Social Studies
Grade: 2
Total Days: 2
I. Standard:
2-H2.0.1 Demonstrate Chronological thinking by distinguishing among years and decades

II. Objective/Benchmark:
I can…
• Read a timeline;
• Create a timeline;
• Use decades in a timeline.
III. Anticipatory Set:
Total time: 3 minutes.
Students will watch a short video clip that demonstrates time from the past to present.
Ask students to watch the dates carefully to see what they notice.
Show a short timeline video. https://animoto.com/play/xpDv4v6psIXEJ3jDuf0UEw

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Ask students what they noticed about the video. What events were there? Was the time in days, weeks,
months, years? How far apart were the years?
These are ideas to keep in mind when we talk about time, past, present, and future.
Background: Students have done timelines in kindergarten or first grade, this is review and should be a
quick discussion to get students remembering what they already know about timelines.
IV. Input:
Task Analysis:
Total time: 5 minutes
Use the ELMO to display the KWL chart about time lines. Elicit responses from students by asking the
questions below.
Thinking Levels:
What kinds of time do we talk about? (Days, weeks, months, years, hours, minutes, seconds).
What is a line? (A long mark that starts at one point and ends at another point.)
What do you think a time line is? (Time that starts at one place and ends at another place.)
Who can think of a timeline that we use every day? (The weekly calendar; daily schedule).
What did you notice about the timeline in the video? (The years were every ten years, called a ‘decade’).
Learning Styles and/or Accommodations:
Students will work in pairs and groups to fill in missing information on a timeline that is expressed in
variety of ways.
Method and Materials:

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• ELMO with projector

• KWL chart
• Grading Rubric
• Timeline handouts
• Timeline Puzzle Packs
• White craft paper
• Markers
• Crayons
• Glue
• Pencils
V. Modeling:
Using the ELMO, use the ‘box’ timeline template. Start the first box with the time and subject taught at
the start of the day. (i.e. 7:40; Morning Work). Fill in the next time on the daily schedule and ask a student
to tell you what the class does at that time. Continue to have students help you for a couple more
subjects.
Once students are comfortable, have a few confident students proved the time and subject for the last
two subjects of the day. Students can use the wall agenda to help them provide answers.
Use a blank timeline on the ELMO to have the class count by tens together. Stop when everyone can
understand that a decade means ten years in time. 1910, 1920, 1930, 1940…. etc..2000, 2010, 20120,
etc.…
Next, pass out the blank timelines. Then have each student Think-Pair-Share a timeline with missing
numbers. Allow two minutes. Walk around to check for understanding.
VI. Checking for Understanding:

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Hand out a “Time Line Puzzle Pack” to each group of students (groups will be teacher-assigned). Each
pack has a timeline. Students can work as a group to solve the timeline on the floor. Walk around the
classroom and ensure the students understand that timelines move in ascending order and can refer to
many kinds of time. Gather students as a class and walk around the room. Ask the students who were
responsible for each timeline to describe theirs.
Ask:
• How did they figure out which event goes first? Last?
• What patterns did they notice?
• What was their timeline about?
VII. Guided Practice:
See ‘Check for Understanding’.
VIII. Independent Practice:
Total Time: 20 minutes.
Regroup the class and tell the students they will begin to create their own timelines. Reaffirm
that they may remember doing a timeline in a different grade. This timeline will be from age 1, 5,
10 only.
Students will create their own foldable timeline based on important life events (students choose
which events they think are important). Students will already have the photos with them. If
students do not have photos, they may draw a picture instead.
Students will circle the decades. Many of them will not be ten yet, so they can predict their
future to make a decade on their timeline.

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Photo Courtesy of Mrs. D. Lue Pann. http://buzzingaboutsecondgrade.blogspot.com/2012/05/penny-

timelines.html
IX. Closure
Total Time: 10 minutes.
Student timelines will be posted around the classroom. Give the class time to walk around the room and
learn one thing from three different classmates and record their information in their writing journal.
The journal entry will begin with: “Today I learned…”. In addition, they must write the definition of
‘decade’ and draw an example of a timeline that displays time in decades.
The class will meet on the carpet and review the KWL chart and fill in the ‘L’ portion of the chart.
X. Assessment/Reflection
See the attached document for the grading rubric.

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My Community
Lesson: Community Problems
Grade: 2
Total Days: 2
V. Standard:
2-H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades

VI. Objective/Benchmark:
I can…
• Identify the three main types of communities;

• Identify the type of community I live in;
• Identify types of communities around me;
• Use evidence to support a claim.
VII. Anticipatory Set:
Total time: 5-7 minutes
No prior knowledge is required. This is a background information lesson to introduce the types of
communities before we begin to talk about time.
Prepare to use Plickers by asking students to get their cards out and open the Plickers app on a mobile
device and projector screen.

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Ask the students to use their Plickers cards to choose an answer. Scan the Plickers cards and check the
pre-assessment for current understanding of the topic.
Ask the students to identify features of each picture using a graphic organizer like the one below:
Rural Suburban Urban
• Farms • Quieter than the city. • Many people and

• Drive a longer distance • Drive or take bus. buildings.
to work. • Many homes in one • Public transportation.
• Take a school bus. area outside of a large • Apartments.
• Homes farther apart. city. • Parks, museums, loud
noises.
Use the chart above as a guide.
Ask students:
• What type of community Saranac is? Ionia? Grand Rapids? Detroit?

• How do you know? (Evidence).
VIII. Input:
Task Analysis
Hand out the interactive notebook chapter 2. The students will read as a class from Lesson 2 in Social
Studies Alive!: My Community (Teachers’ Curriculum Institute, Inc.).
The class will read p 13-19 together, stopping after each section to talk about the key points (use the
questions from ‘thinking levels’ section below).
After reading the chapter, students can work together to complete the interactive notebook page 6. Then
work independently on page 7.

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If time allows, as a class, take a tally of students that would like to live in an urban, rural, or suburban
community and create a class graph on page 8 of the interactive notebook.
Thinking Levels:
1. Cities are Urban Communities

a. What is an urban community?
b. How do people travel in an urban community?
c. Where do people live in an urban community?
d. Name some urban communities that you know.
2. Living in Urban Communities
a. What is another name we call an urban community?
b. Describe an urban city.
c. What kinds of places do you see in an urban community?
3. Small Towns are Rural Communities
a. What is a rural community?
b. How are rural communities different from urban communities?
c. What kinds of places can you find in a rural community?
4. Living in Rural Communities
a. How do people travel in rural communities?
b. What kinds of activities can you do in a rural community?
c. What rural communities do you know?
5. Communities Outside Cities Are Suburbs
a. What are suburbs?
b. How are suburbs different than rural communities and urban communities?
c. What kinds of places can you find in a suburb?
6. Living in A Suburb
a. What kinds of homes can you find in a suburb?
b. How do people travel in a suburb?
c. What suburbs do you know?
Students will cut pictures out of magazines that identify each type of community and glue them into their
interactive notebook, then write a sentence about each community. Students are free to interpret their
own ideas of how to complete their project if three types of communities are represented and there is a
neatly written sentence that explains the evidence of how they know.
• Social Studies Alive! My Community book

• Interactive notebook
• Plickers App
• Google Earth App

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• 1:1 Electronic Devices

• Pencils/paper
V. Modeling:
Students will learn to identify the different types of communities by exploring Google Earth. This
activity can be completed as a class with everyone watching the teacher, or, if 1:1 technology is
available, students may follow along.
Prepare students to use the Plickers cards.
Once in Google Earth, choose 3D mode and zoom in on the map so that you can see the buildings and
features.
Type in: https://earth.app.goo.gl/kiEoFd and view the satellite image. Ask students to observe the
picture for a moment. (Saranac, MI).
XI. Checking for Understanding:
Use Plickers for a quick response. Then ask: “What type of community is our community? How do you
know? What evidence tells you that this is a rural community?”
(Students should respond with ‘It is a rural community. People live far apart and drive to work, there
are not very many people or places to shop’).
Type in: https://earth.app.goo.gl/SSgAkc . Zero in on the suburban area (Kentwood, MI) near
Pinewood Park, and ask the same questions. Use the Plickers cards.

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(Students should respond with ‘It is a suburb, it is outside a major city but houses are close together,
people drive to work, and there are many stores and parks).
Type in: https://earth.app.goo.gl/6QFGzx and ask the same questions, use the Plickers cards. (Grand
Rapids, MI).
(Students should respond with ‘It is an urban community. People can ride bikes, walk, or take public
transportation to work. There are many things to do and many places to shop. There are many people
in one area. There are many tall buildings.’).
XII. Guided Practice:
If students are following along on their 1:1 devices, they will be following in the ‘modelling’ and ‘check for
understanding’ stages.
XIII. Independent Practice:
Students will follow the directions on a worksheet. They will be directed to three different communities
on Google Earth and will need to identify them as suburban, urban, or rural. This can be done as a class if
needed and use Plickers to respond.
Students will be directed to:
https://earth.app.goo.gl/xDDwMe (Grand Ledge, MI)
https://earth.app.goo.gl/qnxbqn (Detroit, MI)
https://earth.app.goo.gl/pi87x2 (White Pine, MI)

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XIV. Closure
Students will answer the Plickers questions from the beginning of class.
XV. Assessment/Reflection
Students will be assessed on their ability to determine different communities on Google Earth. They must
provide evidence for their claims.
Sources Cited
Google Earth. https://earth.app.goo.gl/xDDwMe; https://earth.app.goo.gl/qnxbqn;

https://earth.app.goo.gl/pi87x2; TerraMetrics; NOAA; Landsat/Copernicus. [August, 2018].
Plickers. (2018). Retrieved August 1, 2018, from https://www.plickers.com/
Plickers, Inc.
T. (2016). How Are Communities Different? In Social Studies Alive! My

Community(pp. 13-19). Rancho Cordova, CA: Teachers' Curriculum Institute.
Available at the Grand Valley State University Curriculum Materials Library
Decade. (n.d.). Retrieved August 1, 2018, from https://www.merriam-webster.com/dictionary/decade

K-W-L (Know, Want to Know, Learned). (n.d.). Retrieved July 9, 2018, from http://www.nea.org/tools/k-w-l-
know-want-to-know-learned.html
Timeline Video. (2018, July 10). Retrieved August 01, 2018, from
https://animoto.com/play/xpDv4v6psIXEJ3jDuf0UEw

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Pann, D. L. (1970, January 01). Penny Timelines. Retrieved July 9, 2018, from
http://buzzingaboutsecondgrade.blogspot.com/2012/05/penny-timelines.html
Vall, T. V. (n.d.). Blank Timeline Template. Retrieved July 9, 2018, from
https://www.timvandevall.com/templates/blank-timeline-template/

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My Community
Lesson: Past, Present, and Future
Grade: 2
Total Days: 1
IX. Standard:
2-H2.0.4 Describe changes in the local community over time.
X. Objective/Benchmark:
I can…
• Compare and contrast past and present;

• Tell about the past, present, and future;
• Use a graphic organizer.
XI. Anticipatory Set:
Students will draw on life experiences for this activity. No other background knowledge is required.
Display picture placards from the My Community: Then and Now material set on the whiteboard to draw
the students’ attention.
Direct the students’ attention to the whiteboard and ask them to look carefully at what they see. Then
ask students to Think-Pair-Share a prediction about today’s topic. Take a few volunteers to guess.

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XII. Input:
Task Analysis:
The teacher will create a discussion about the photographs being displayed by asking engaging questions
like the ones below:
Thinking Levels:
What are some things you notice?
How are some things different now?
What are some changes that have happened in your own lives?
How are these changes better? Worse?
What affect do these changes have on our own community?
Would someone like to give an example of how something has changed in our classroom?
Hopefully by now, students will have mentioned the following terms: past, future, present, now, then,
old, new. Keep engaging in questions until they do. Then tell them we will explore time further in today’s
class.
Other options for this activity are to watch short video clips or have students draw a picture of what they
imagine a certain task would have been like in the past, and what it the same task is like now.
• Venn diagram worksheet

• Then and Now photo placards
• Pencils
• Paper
• Plickers cards

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V. Modeling:
Ask students to Think-Pair-Share their definition of ‘time’, ‘past’, ‘present’, ‘future’. Work on creating a
definition as a class by eliciting exploratory responses from the students.
Use a graphic organizer to help students visualize their ideas.
Students may come with something like this:
Time
Future
Past Present
Will happen soon.
Already happened. Happening now.
Future tense.
Past tense grammar. Present continuous tense.
Doesn’t exist.
Old New
I will look.
I looked. I am looking.
Past: Having existed or taken place in a period before the present.
Present: Now existing or in progress, the present time.
Future: Existing or occurring later.
As a class, practice identifying the daily schedule as past, present, or future by pointing at each subject.

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Do the same thing for the calendar. Allow students to tell you if the day is in the past, present, or future.
Lastly, display a clock and let the students tell you if the time is in the past, present, or future.
XVI. Checking for Understanding:
Students will use Plickers to answer 3 questions.
XVII. Guided Practice:
See ‘modeling’.
XVIII.Independent Practice:
Students will go on a scavenger hunt around the classroom to find artifacts, objects,
photographs, etc. that represent the past, present, and future. They must draw a picture and
write a sentence about each item. They must find at least one object for each topic. (Hint: they
will be encouraged to create something for the future!).
XIX. Closure
Students will review the vocabulary words and concepts with Plickers. Each student has their own Plickers
card. You can download the Plickers app here: https://plickers.com/
XX. Assessment/Reflection
Students are assessed on their Plickers responses and participation.

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Sources Cited
Donovan, Karen (2005). Exploring History through Primary Resources: My

Community Then and Now. Huntington Beach, CA: Teacher Created Materials,
Inc.
*Available at the Grand Valley State University Curriculum Materials Library*
Future. (n.d.). Retrieved August 1, 2018, from https://www.merriam-webster.com/dictionary/future
T. (2016). How Do Communities Change? In Social Studies Alive! My

*Available at the Grand Valley State University Curriculum Materials Library*
Past. (n.d.). Retrieved August 1, 2018, from https://www.merriam-webster.com/dictionary/past
Plickers. (2018). Retrieved August 1, 2018, from https://www.plickers.com/
Plickers, Inc.
Present. (n.d.). Retrieved August 1, 2018, from https://www.merriam-webster.com/dictionary/present

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My Community
Lesson: Community Changes
Grade: 2
Total Days: 1
XIII. Standard:
XIV. Objective/Benchmark:
I can…

• Identify Cause and Effect;
• Explain how communities change;
• Explain why communities change;
• Use a graphic organizer.
XV. Anticipatory Set:
Walk into class with a wig, hat, and big glasses to elicit questions from students. Tell them that you’ve
‘changed’. Students will probably be confused. Point out something you notice about a student that has
changed. Ask students what the topic might be about today.
XVI. Input:
Task Analysis:
Students will learn about how communities change over time and why. Students will need to know
several terms: past, present, future, decade, community. Students will need to know how to use a Venn
diagram.

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Students will explore past and present people of communities as well as occupations. The goal is for
students to identify the changes and explain the cause.
Thinking Levels:
Some questions to consider during the lesson include:
• What was ___ like then?

• How is ____ now?
• Why did it change?
• Did _____ improve?
• What would cause a community to change?
• What would cause an occupation to change?
Watch a video about a specific topic and discuss the changes that occurred and why.
• Venn diagram worksheet

• Then and Now photo placards
• Pencils
• Social Studies Alive! Textbook
• Interactive notebook
• Clipboards
• My Community Primary Resource
V. Modeling:
Display two placards from the My Community: Then and Now kit. Ask the students to observe both
placards and make comparisons. Use the Venn Diagram graphic organizer to write students’ ideas. Elicit
3-5 comparisons. If students are catching on quickly, move on. If students need more practice, do a
second set of placards.

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For example, the Native American medicine man photo was in the past and the photo of the medical
doctor is more current. The Native American used plants for medicine, the doctor uses pills and other
modern treatments.
Next, use the same topics to talk about cause and effect. Use another graphic organizer to help students
visualize their thoughts.
For example:
Cause-development of technology → Effect-updated medical equipment
Cause-travel took too long → Effect-build cars
XXI. Checking for Understanding:
Use Plickers to assess student knowledge.
XXII. Guided Practice:
Each student will have a role: a time keeper, a recorder, and a speaker. Students can their role. The time
keeper will keep the group on task, the recorder will write the ‘then’ and ‘now’ sentence on their Venn
diagram organizer, and the speaker will present their findings. They will also write one cause and effect
statement.
Once students are done, have the speaker of each group tell the class what their group found about their
photo.
XXIII. Independent Practice:
Total Time: 15 minutes

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Next, students will explore the classroom on primary resource hunt. Using the eight primary resources
from the My Community: Then and Now kit and 8 informational articles about them, arrange them
around the room so that students must walk around and find each one (16 total stations, 8 if space is
limited). Students will carry a clipboard and find at least three ‘then’ facts and three ‘now’ facts about
each primary resource using a Venn diagram.
REMINDER: Students may touch the primary sources but remind them to be gentle, they are borrowed
from the library!
XXIV. Closure
Students will share the information they gathered on the informational articles. Choose one or two to
draw a Venn diagram and ask students to help you complete the past and present, then using the same
topic, describe how and why the changes occurred.
XXV. Assessment/Reflection
Students will be assessed based on their participation and ability to compare/contrast as well as cause
and effect.

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Sources Cited

Inc.
T. (2016). How Do Communities Change? In Social Studies Alive! My


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My Community
Lesson: Time and Community Change
Grade: 2
Total Days: 1
XVII. Standard:
XVIII.Objective/Benchmark:
I can…

• Read information on a timeline;
• Identify ways a community can change.
XIX. Anticipatory Set:
Make 3 changes around the room that will have a negative impact on the classroom function. (Move
desks, cover the windows and turn off the lights, etc.…). Students will wonder why you moved stuff
around, why it is dark, etc.…).
Ask students what changes occurred and talk about the cause and effect. Ask if the arrangement is a
problem? If so, how do we solve it?

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XX. Input:
Task Analysis:
Students will review past, present, future and continue to talk about change in communities over time by
reading lesson 10 from Social Studies Alive! and completing an interactive notebook from the chapter.
Thinking Levels:
What kinds of changes might occur in a community?
How do changes affect a community?
Can you give an example of a change that occurred in our community?
Would someone like to give an example of how something has changed in our classroom?
Growth and Change Shapes Communities: https://www.youtube.com/watch?v=oR7lXHECZco (2:37)
Students can watch the video and discuss the changes mentioned.
• Pencils
• Social Studies Alive! Textbook
• Social Studies Alive! Interactive chapter
packet

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V. Modeling:
Read lesson 10 from Social Studies Alive!: My Community by the Teachers’ Curriculum Institute.
Begin by handing out the interactive chapter packet, then ask students to make an educated
guess on each word in the word bank: earthquake, future, past, present, primary source,
timeline.
They can write a word on a sticky note and match the definition on the white board. (You write
all the definitions on the whiteboard first). Then talk about the meaning.
XXVI. Checking for Understanding:
This section is included in the ‘Guided Practice’.
XXVII. Guided Practice:
Students will complete the ‘Reading Notes’ portion of the interactive chapter packet while
reading lesson 10 together.
Next, choose volunteers to read each section. For example, ‘A Small Town’ is the first section.
Have volunteers read each paragraph. Then stop and ask a comprehension question about the
reading. Continue this pattern, stopping to also talk about each picture and how it relates to the
text. Point out each caption with the photo. Give students a few minutes after each section to
record notes in their interactive notebooks.
At the timeline on page 125, ask the students to look at the timeline and then ask questions
about it such as ‘what year did these events take place?’, ‘what happened on Wednesday?
Thursday? Friday?’, ‘which event happened first? Second? Third?’. Continue to read the section.
On page 126, stop and do the same procedure as page 125 with the second timeline.
Additionally, ask students ‘how did the community change from 1800-1900-present day?’.
Continue reading. When the class reaches 9. Studying Primary Resources, ask about some
primary resources they may have seen before. Then finish the chapter.
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XXVIII. Independent Practice:
Students will complete their interactive notebooks. See ‘Assessment’ section for more details.
XXIX. Closure
Discuss the lesson with the class. How San Francisco changed over time? How did the
community respond to a problem? How has our community changed over time? How did we
respond to our problem?
XXX. Assessment/Reflection
Students will be assessed based on the effort and completion of the interactive notebook. Students must
have attempted to draw a response in each box, write three sentences for things that are the same and
different about San Francisco and correctly cut and paste pictures that match the primary sources from
San Francisco’s past.

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Sources Cited

Inc.
T. (2016). How Did One Community Change? In Social Studies Alive! My

S. (2012, November 21). Growth and Change Shapes Communities. Retrieved August 2, 2018, from
https://www.youtube.com/watch?v=oR7lXHECZco

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1

(Revised by L. McCrea, 2003)

Unit Plan: My Community

Abstract: Lesson 1- Types of Communities

Abstract: Lesson 2- A Journey Through Time

Abstract: Lesson 3- Past, Present, and Future

Abstract: Lesson 4- Community Changes

Abstract: Lesson 5- Time and Community Change

(Revised by L. McCrea, 2003)

(Revised by L. McCrea, 2003)

Lesson: A Journey Through Time

Subject Area: Social Studies

2-H2.0.1 Demonstrate Chronological thinking by distinguishing among years and decades

III. Anticipatory Set:

Total time: 3 minutes.

Show a short timeline video. https://animoto.com/play/xpDv4v6psIXEJ3jDuf0UEw

(Revised by L. McCrea, 2003)

Total time: 5 minutes

Learning Styles and/or Accommodations:

Method and Materials:

(Revised by L. McCrea, 2003)

• ELMO with projector

Total time: 10 minutes.

VI. Checking for Understanding:

Total time: 10 minutes.

(Revised by L. McCrea, 2003)

VII. Guided Practice:

See ‘Check for Understanding’.

VIII. Independent Practice:

Total Time: 20 minutes.

(Revised by L. McCrea, 2003)

Photo Courtesy of Mrs. D. Lue Pann. http://buzzingaboutsecondgrade.blogspot.com/2012/05/penny-

Total Time: 10 minutes.

See the attached document for the grading rubric.

(Revised by L. McCrea, 2003)

Lesson: Community Problems

Subject Area: Social Studies

2-H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades

• Identify the three main types of communities;

VII. Anticipatory Set:

Total time: 5-7 minutes

(Revised by L. McCrea, 2003)

Rural Suburban Urban

• Farms • Quieter than the city. • Many people and

Use the chart above as a guide.

• What type of community Saranac is? Ionia? Grand Rapids? Detroit?

Total time: 20 minutes

(Revised by L. McCrea, 2003)

1. Cities are Urban Communities

Learning Styles and/or Accommodations:

Method and Materials:

• Social Studies Alive! My Community book

(Revised by L. McCrea, 2003)

• 1:1 Electronic Devices

Total time: 5 minutes.

Prepare students to use the Plickers cards.

XI. Checking for Understanding:

Total time: 10 minutes

(Revised by L. McCrea, 2003)

XII. Guided Practice:

XIII. Independent Practice:

Total time: 10 minutes.

Students will be directed to: