Wilson EDUC 353 Name: Amanda Paxson Date: 10/21/13 Target Grade Level: 2nd Grade (Alyssa Garraffo,

Clare McInerney) Curriculum Topic: Social Studies Rural, Suburban and City

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals: People depending on and modifying the physical environment Rural, urban and suburban communities are influenced by geographic and environmental factors. RL. 2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. W. 2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Understandings: Students will understand that... Essential Question(s):

Rural areas are outside cities and towns. They tend to have smaller populations. They are usually farming or agriculture areas. There is more farmland and wild life. The houses are usually on acres of land. Suburban areas are a residential area close to a city. Suburbs are dominated by single-family homes with backyards and property. There are more franchised stores, restaurants and malls. Urban areas have a high population density and tend to be cities. There are nonagricultural jobs. There are more developed areas, apartment buildings, commercial buildings, roads, bridges and railways. There is also more traffic on a day-to-day basis. Not as many backyards or open land.

What are the geographical and environmental factors that help categorize rural, urban and suburban areas? What area do you live in and why is it considered rural, suburban, or urban? Can there be some similar characteristics in each community?

Students will know.

Students will be able to..

The differences between rural, suburban and urban areas and be able to define each. Rural: farm-like, animals, acres of land etc. Suburban: more single-family homes, residential etc. Urban: City-like, tall buildings, dense population etc. What agriculture means. The production of crops/livestock/poultry. The definition of residential Residences, private-residents, single-family What traffic is and where it is more common. Traffic = the movement of vehicles, people in an area- congestion The students will understand what diversity is. Difference, not similar The students will know what geographic influences are. Features, physical characteristics The students will know environmental factors that influence each community. Predisposed characteristics

Tell the differences between rural, suburban and urban areas. Compare and contrast between the three communities. Answer all of the essential questions.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence:

The teacher will have the students fill out a KWL chart to see what the students know, want to know, and what they have learned after finishing the lesson. The teacher will lead a grand conversation allowing the students to talk about what the three communities are and what is already known about the three communities (rural, suburban and urban) Read the story, City Night by Monica

Students will participate in grand conversation about the three different types of communities one can live in (suburban, urban, rural). Students will be able to talk about what is found in each community and talk about its geography and environmental factors.

Wellington The teacher will then lead another grand conversation allowing the students to talk about what a city is like, what they can find there, and what goes on from a day-to-day basis. Make students use evidence from the book to back up their findings. The teacher will show the students the Interactive Map link below to show the differences between each community. The teacher will ask/talk about what will be found in a rural area. The teacher will ask/talk about what will be found in a suburban area. The teacher will split the students into groups rural, suburban and urban. This will be the gifted learners, on grade-level, and struggling learners The teacher will have the students create their own community. They will fill out the attached worksheet showing how their communities are influenced geographically and the environmental factors that affect it? The teacher will have the urban group name their city, the suburban group name their town, and rural group name their farm. Each group will talk about what is found in their community (land, malls, houses etc.) Each student will fill out their own outline while collaborating with the other students in their group. After students complete their outline, each group will present their community to the class.

The students will be asked to create their own rural, suburban or urban community with their specified group to show their understanding of each. Each group will then present their community to the class. The groups will be split into struggling learners, on grade-level, and gifted students.

Stage 3: Learning Plan

Learning Activities: Pre-Assessment: the students will fill out a KWL chart showing prior knowledge and what they want to learn. After the whole lesson the students will fill out the learned section. The teacher will also lead a grand conversation about the three types of communities. The teacher will read the story, City Night by

Monica Wellington. This will be a guided reading The teacher will then lead another grand conversation allowing the students to talk about what a city is like, what they can find there, and what goes on from a day-to-day basis. Make students use evidence from the book to back up their findings. The teacher will show to the students link below (Interactive Map) and explain the differences. The teacher will cover all topics presented in students will know box and explain each vocabulary term shown. The teacher will split the students into groups rural (independent), suburban (instructional) and urban (frustration). Also by level, independent, instructional and frustration. Assessment: The teacher will have the students create their own community. They will fill out the attached worksheet showing how their communities are influenced geographically and the environmental factors that affect it? The Urban group will be the frustration level students, the suburban will be the instructional level and the rural is the independent level students. The students will collaborate with their other group members. After students complete their outline, each group will present their community to the class and then fill out the learned section of their KWL.

Resources
Itemized Attachments: City Night Monica Wellington

Gifted learners (Rural worksheet), On grade-level (suburban), and struggling learners(Urban) outline/community worksheets KWL chart

Citations:
(Interactive Map)

http://www.eduplace.com/kids/socsci/ books/applications/imaps/maps/g3_u1/

Name: _________________________________________ Rural* Rural, Suburban & Urban Communities

Date: _________________________________

What is your community (circle one): Rural

Suburban

Urban

Name of your community (farm): ________________________________________________ Population of community: ________________________________________________ Geographic influences and environmental factors: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Name: _________________________________________ Urban

Date: _________________________________

Rural, Suburban & Urban Communities What is your community (circle one): Rural

Suburban

Urban

Name of your community (city) : ________________________________________________ Population of community: Urban: millions of people Suburban: hundred thousands of people Rural: thousands of people

Geography/Environment: (True or False - if false, write why) Cities have many people who live there. __________________________________

There is a lot of land around each house. There are very tall buildings. People ride bikes, buses and take trains. You can find a lot of farm animals. There is a diverse group of people. There are more neighborhood parks.

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

Name: _________________________________________ Suburban

Date: _________________________________

Rural, Suburban & Urban Communities What is your community (circle one): Rural

Suburban

Urban

Name of your community (town): ________________________________________________ Population of community: ________________________________________________

Geography/Environment: (True or False - if false, write why) Cities have many people who live there. There are usually backyards at each house. There are very tall buildings. People ride bikes, buses and take trains. You can find a lot of farm animals. __________________________________ __________________________________ __________________________________ __________________________________ __________________________________

There is a diverse group of people. There are more neighborhood parks.

__________________________________ __________________________________

Use the examples from above to write other examples of geographic influences and environmental factors: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Name: ____________________________________________________________

Lesson: ___________________________________________________________

K:______________________________________________ ________________________________________________ ________________________________________________ W:_____________________________________________ ________________________________________________ ________________________________________________ L:______________________________________________ ________________________________________________ ________________________________________________