Communitiesand

Regions

ASecondGradeUnitPlan

CreatedbyTrishSkinner

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TableofContents:

ASecondGradeUnitPlan
Overview/Introduction:
Assessment:
Standards:
Lesson1:Communities
Lesson2:Communities
Communitiesactivity
Lesson3:Communities
Lesson4:Communities
MyMapBookletActivity
Lesson5:Communities
Assessment(MultipleChoice/Writingprompt)
Rubric
Bibliography

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Overview/Introduction:

ThisSecondGradeCommunitiesUnitplanwillfocusonthedifferenttypesof
communities(Suburban,Urban,andRural),howtodescribeourlocalcommunity(Richland),
andhowcommunitiesareapartofalargerregion.Thisunitconsistsoffivelessonplansand
willtakeaboutfivedays.Studentswillbeassessedbythedifferentprojectstheywillbemaking
andwithafinaltest.Technologywillbeincorporatedthroughoutthelessonthroughdoc
camerausage,videosviaappleTV,andindividualipadsforresearchingpurposes.Materials
neededwillbelistedunderInputforeachlessonplan.ForthelastlessonIreallywantto
incorporatediversityandmakesurestudentsseehowdifferentcommunitiesareallaroundthe
worldandhowtheregionsyouliveininfluenceyourcommunity.
Itisimportantforstudentstonotonlybecomefamiliarwiththeirowncommunity,but
tounderstandhowcommunitiesaredifferent.Furthermore,thisunitshowsstudentshoweach
communityisapartofabiggercommunity.DetroitisverydifferentthanRichland,butboth
arecommunitieswithinMichiganandcommunitieswithintheUnitedStates.Also,onelesson
willbespentlookingatcommunitiesfromaroundtheworld.SinceRichlandisnotavery
diversecommunity,theymighthaveabettertimeseeinghowdiversityaffectsthecommunity
bylookingatcommunitiesfromallover.
Lastly,Ihavelabeledlessonsthatmightneedextensiondays.Iwanttomakesuremy
studentsarefullyunderstandingeachtopicandfeelconfidentintheirIcanstatements.Thus,
IwillusetheirformativeassessmentstoseeifanylessonneedsanextradayorifIneedto
reteachanyinformation.EverylessonhasaformativeassessmentinitandIwillutilizetheseas
atoolformodifyingmynextlessonwhenneeded.

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Assessment:

Formativeassessmentswillbeintheformofobservation,games,andexittickets.Iwillbe
assessingstudentsthroughouttheunitandadjustingtomyunitplanasneeded.The
summativeassessmentwillbeaportfolioofprojectsandthenawriting/multiplechoicetest.
Theportfolioasawholewillbeusedforourstandardsbasedclassroomusingarubric.This
portfoliowillinclude:

OurCommunityProject(Lesson2)
MyMapBookletProject(Lesson4)
Letter (Lesson5)
MultipleChoice/WritingAssessment

Standards:

SocialStudiesGeography

PlacesandRegions
Understandhowregionsarecreatedfromcommonphysicalandhumancharacteristics.
2G2.0.1Comparethephysicalandhumancharacteristicsofthelocalcommunitywiththose
ofanothercommunity.
2G2.0.2Describehowthelocalcommunityispartofalargerregion(e.g.,county,
metropolitanarea,state).

HumanSystems
UnderstandhowhumanactivitieshelpshapetheEarthssurface.
2G4.0.1Describelanduseinthecommunity(e.g.,wherepeoplelive,whereservicesare
provided,whereproductsaremade).
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2G4.0.2Describethemeanspeoplecreateformovingpeople,goods,andideaswithinthe
localcommunity.
2G4.0.3Usecomponentsofculture(e.g.,foods,language,religion,traditions)todescribe
diversityinthelocalcommunity.

ELASpeakingandListening

ComprehensionandCollaboration:
CCSS.ELALiteracy.SL.2.2
Recountordescribekeyideasordetailsfromatextreadaloudorinformationpresentedorally
orthroughothermedia.

Ican
statements:

Icandescribethephysicalandhumancharacteristicsoftheirlocalcommunity(e.g.,

neighborhoods,schools,parks,creeks,shoppingareas,airports,museums,sports
stadiums,hospitals)
Icanwriteabouttwodifferentcommunitieswhichshowsimilaritiesanddifferences

(includingmyown).
Icanexplainhowpeoplemightbedifferentfromdifferentcommunities.
Icandescribewherepeoplelive,wheregoodsaremade,andwhereservicesare

providedinRichland.
IcannamethedifferentregionsthatRichlandisapartof.

IcanstatethedifferencesbetweenRural,Suburban,andUrbancommunities.
Icanexplainthedifferencebetweencity,state,andcountry.
Icancreatea,MeontheMaptoorganizethedifferentregionsRichlandareapartof.
Iunderstandthattherearemanydifferenttypesofcommunitiesallovertheworld.
Icanretellmainideasfromatextreadaloudorinformationpresentedorallyorthrough

othermedia.
Icandescribethewayspeoplemove,goodsmoves,andideasaresharedinRichland.
Icandescribehowculturecanmakeacommunitydiverse.
IcandescribehowculturemakesRichlandDiverse.
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Lesson1:
Communities
Time:
35minutes

Standard:

2G2.0.1.Comparethephysicalandhumancharacteristicsofthelocalcommunitywith
thoseofanothercommunity.

ICANstatements:
IcandescribethephysicalandhumancharacteristicsofRichland(
e.g.,
neighborhoods,schools,parks,creeks,shoppingareas,airports,museums,sports
stadiums,hospital
s)

IcanstatethedifferencesbetweenRural,Suburban,andUrbancommunities.

Background:
Todaywillbethefirstlessonwehaveoncommunities.Wewillstartthe
lessonoffwithamysterybox.Intheboxwillbeseveralitemsrelatedtothe
community.Thisengagementtaskwillbeusedtoseewhatthestudentsprior
knowledgeis.Followingthemysteryboxandaclassdiscussion,studentswillwatcha
videoonCommunitieswherestudentswilllearnaboutrural,suburban,andurban
communities.Thevideowillbefollowedupbyanotherclassdiscussionandthenour
activitywillbegin.Aftergroupingstudentsoffandsendingthemtoeachcornerofthe
room,studentswillanalyzethe2picturesineachcorner.Groupswillsharetheir
findingswiththeclass.Thelessonwillendwithanexitticket.

Materials:
MysteryBox
Mail
Firehat/policehat
Brochuresforlocalstores
Pen(orsomething)fromyourlocalbank
Grocerybag
Brochureoflocalparks/lakes
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 Shirt/sweatshirtwithschoolnameonit
SignificantitemstoRichland
AppleTV(websiteready
http://www.teachertube.com/video/whatisacommunity189872
)
8picturesofdifferentcommunities(2ineachcorneroftheroom)
Paper,pencil

Engagement:
Mysterybox!Priortoclassamysteryboxwillbefilledwithlocal
communityparaphernalia.Bringstudentsovertotherugandstarttakingitemsoutof
theboxandaftereverycoupleitemscallonastudenttoguessthetopic.Writeguesses
ontheboard.Onceallitemsareout,haveclasscomeupwithafinalguess.Explainto
studentsthatwewillbelearningaboutthelocalcommunityANDother(different)types
ofcommunitiesaswell!
Questionsforstudents:

Whatisacommunity?
Whatfromthisboxisuniquetotheircommunityandwhatissomething
thatisinallcommunities.(Youcan
model
oneitemfirsttohelpshow
studentswhatyouarelookingfor).

Ex:ThisKelloggElementaryShirtisuniquetoourcommunity,
becausetherearenotKelloggElementariesinallcommunities.
However,mostallcommunitieshaveschools!
Task:

1. Havestudentscometocarpetandreadthebook,WhatIsACommunitybyKathy
Barabas.
2. Reviewthetermcommunity
a. Askwhattheythinkofwhentheyhearthewordcommunity
.
b. Whatdoyourememberaboutthedifferenttypesofcommunitiesfrom
yesterday?
i.

urban,rural,suburban

3. Read,WhatIsACommunity
a. Askquestionalongthewaytocheckforunderstanding.
i.

Whataresomedifferencesbetweenaruralandsuburbanarea?
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1. housings
2. animals
3. transportation
ii.

Whataresomedifferencesbetweenaurbanandaruralcommunity?

iii.

Howmightpeoplefromdifferentcommunitiesbedifferentfromeach
other.

4. Discussthedifferencebetweenphysicalandhumancharacteristics
i.

Physicalcharacteristics(parks,rivers,land,lakes,etc.)

ii.

Humancharacteristics(malls,banks,firestation,policestation,homes)

5. Afteranicelistismade,putstudentsintogroupof3s(countoff)
6. Thenhave1sgotooneareoftheroom,2stoanother,and3stoanother.
7. Ateachareashouldbetwopictures.Giveeachgroupapieceofpaperandhave
themfoldthepaperinto4squares.Write1,2,3,and4atthetopofeachsquare
andexplaintostudentstowritedownsimilaritiesanddifferencesbetweenthe
physicalandhumancharacteristicsineachofthe2picturesateachstation.
i.

Thepaperfoldingandwhereyouwantthemtowrite1,2,3,and4should
be
modeled
andshownondoccamera.Doonestationwiththeclassso
theyunderstandwhatyoumean.

ii.

Explainyourtrainofthoughtwhenlookingatthepictures
1. WhenIlookatthispictureIimmediatelynoticedallthefarm
animals,andintheotherpicturetherearenofarmanimalsandI
cantimagineanylivearoundhere.

8. Oncestudentshaveshared,havestudentsremainingroupsandopenfloorfor
discussionandwritediscussiononwhiteboard.
i.

WhatdidyouthinkaboutStation1?Station2?Station3?
1. Whydid___remindyouofRichland?
2. Whydid____notremindyouofRichland?
3. Howwerethestations/picturesdifferent?

Differentiation:
Whenpairingstudentsoffingroups,makesurestudentsthatarestrugglingwith
thenewconceptsarepairedwithstudentsthatunderstanditbetter.
Assessment:
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 Observegroupswhengoingtoeachstation.

Exitticket:Describethephysicalandhumancharacteristicsofyourcommunity
community.

Reflection:

Howwelldidthestudentsperform?Evaluatestudentperformanceafter

completionofthelesson.

DidImeetmyteachingobjective?Whatismyoverallreflection/evaluationof

thislesson?

Lesson2:
Communities
Time:
35minutes(Mightneedtobesplitintotwodaysdependingonhowwellthestudents
aredoingwiththenewinformation)

Standard:
2G2.0.1.Comparethephysicalandhumancharacteristicsofthelocal
communitywiththoseofanothercommunity.

2G4.0.3Usecomponentsofculture(e.g.,foods,language,religion,traditions)
todescribediversityinthelocalcommunity.
2G4.0.1Describelanduseinthecommunity(e.g.,wherepeoplelive,where
servicesareprovided,whereproductsaremade).
2G4.0.2Describethemeanspeoplecreateformovingpeople,goods,and
ideaswithinthelocalcommunity.

ICANstatements:

Icancomparemycommunitytoanotherbyidentifyingthedifferencesor
similaritiesinphysicalandhumancharacteristic.
Describingtheland,buildings,andhomes
Describingthedifferentjobs,activities,andlivingsituations

Icanexplainhowpeoplemightbedifferentfromdifferentcommunities.
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 Icandescribethewayspeoplemove,goodsmoves,andideasaresharedin
Richland.
Icandescribehowculturecanmakeacommunitydiverse.
IcandescribehowculturemakesRichlandDiverse.

Background:
Thislessonwillstartwithstudentsplayingamatchinggame.Thisgamehas
studentsmatchingrural,urban,andsuburbancommunitiestodifferentpictures.After
thegamepassoutblankpiecesofcomputerpaper.Havethestudentsfoldthepaper
into4sectionsandlabelthem;Rural,Goods/Services,Transportation,andCulture.
Studentswillworkonfillingthissheetoutwithyourguidanceingroupsof2.

Material:
Blankpiecesofpaper
EnvelopesandCommunitiesActivityWorksheetforanticipatoryset(precut)
Pencils
Teacherexampleofchart.

Engagement:
MatchingGame!PassoutmatchinggameenvelopeandMatchingGame
worksheet.Thereare16picturesineachenvelope.Havestudentsputthepicturesin
thecorrectarea.
Modelonepictureandexplainyourtrainofthought.
Doonepicturetogetherasaclass.
Letstudentsdotherestontheirown.

Task:
1. Watch
https://www.teachertube.com/video/allaboutcommunitiesbymrsrogersseco
nd174077
2. Explaintostudentsthatwearegoingtowriteourownbookaboutour
community,Richland.
3. Writeonboard:
a. Land
i.

Farmland
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ii.

Littletraffic

iii.

Lotsoflandwithoutbuildings

b. Transportation(people,ideas,andgoods)
i.

Peoplegetaroundincars(studentstakethebus)

ii.

Ideasgetmovedfrompeopletopeople(smalltown)

iii.

Cityhallhelpsgetideastopeopleaswellasschool

iv.

Goodsaretransportedintrucks

c. Housing
i.

Somesuburbs

ii.

Manypeopleinhousesonthefarm/incountry

iii.

Apartments

d. Importantbuildings
i.

Bank

ii.

Postoffice

iii.

GroceryStore

e. Goods&Services
i.

Barber

ii.

Doctor

iii.

Dentist

iv.

Stores

f. Culture
i.

Listdifferentethnicities

4. Giveideasandexamplesforeachcategory.
5. Assign3peopledoeachgroup(acouplegroupswillhave4)
6. Havestudentsdrawapictureandwriteacouplesentencesjustlikeinthebook.

Extension:
Leadgroupdiscussiononhowpeoplefromdifferentcommunitiesmight
havedifferentsgoodservices,andmodesoftransportation.DiscusshowRichlandis
differentthanabigcitylikeChicago.

Assessment:
Walkaroundroomwhenstudentsareworkingonmatchinggame.Makeanote
ofstudentswhoarehavingahardtimewiththegame.
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 CollectstudentsRichlandpicturesforbook
Exitticket
Name3goodsand3servicesinourcommunity.

Reflection:

Howwelldidthestudentsperform?Evaluatestudentperformanceafter

completionofthelesson.

DidImeetmyteachingobjective?Whatismyoverallreflection/evaluationof

thislesson?

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Communitiesactivity
Rural

Suburban

Urban/City

n13

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Lesson3:
Communities
Time:
35minutes

Standard:

2G2.0.2Describehowthelocalcommunityispartofalargerregion(e.g.,county,
metropolitanarea,state).

ICANstatements:
Icandescribewherepeoplelive,wheregoodsaremade,andwhereservicesare

providedinRichland.
Icandescribethewayspeoplemove,goodsmoves,andideasaresharedin
Richland.
Icandescribehowculturecanmakeacommunitydiverse.
IcandescribehowculturemakesRichlandDiverse.

Background:
Thislessonwillstartbyreadingthestudents,.Followingthisbookwe
willbeworkingoncoloringamapbythedifferentregions.Thisclasswillendwithan
exitticketreviewingmaterialfromthelast2daysandtoday.

Material:
Pencil
Whitepieceofpaper
Exitticketslip

Engagement:
Whatisculture?(Shouldbeareviewfromyesterday)0avestudentstryto
answerthisonapieceapaperandshareideas
Cultureisawordforpeople's'wayoflife'

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 Task:
Explaintostudentsthatwewillbetalkingaboutthecommunitywelivein,
Richland.
Showstudentsyourpaperthatislabeledandfoldedintofoursections.
Showstudentshowtofold/labelthepaper
Gooverwithstudentswhatcouldbedrawn/writtenout.
Rural(AskstudentswhattypeofCommunityRichlandisfirst)
Housing
Animals
Land
Transportation
People
Ideas
Goods
Goodsandservices
Whatjobsareinourcommunity
Whatcanbeboughtinourcommunity
Culture
Religion
Foodsweeat
Language
Ethnicity
Oncestudentsknowwhattodo,pairoffstudentssotheycanworkwitha
partner.
Walkaroundroomtohelpstudentswhereneeded(Givethemabout15
minutes).
IfstudentsfinishearlyhavethemdrawapictureofRichlandonthebackofthe
andhavethedrawingincludeideasfromthefrontpage.
Example:
ItalkedabouthowwehavefarmlandssoIdrewafarm.
Iftimepermitsdrawnamestohavestudentssharetheirwritinganddrawing.

Differentiation:
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 Ifyouhavestudentswhoarestrugglingwithwriting,havethemcomeupand
describetheirpicturetoyouorallowthemtojustwritebulletpoints.
IfstudentsfinishearlyhavethemdrawapictureofRichlandonthebackofthe
andhavethedrawingincludeideasfromthefrontpage.
Example:
ItalkedabouthowwehavefarmlandssoIdrewafarm.

Extension:
Whatdoesdiversitymean?Howmightonecitybedifferentthananother.
meaning
thatithaslotsofdifferentkindsortypes(differenttypesof
cultures,languages,ethnicities,etc.)

Assessment:
Exitticket:
Describethedifferencesintransportation,housing,andjobsinarural,
urban,andsuburbancommunity.
Reflection:

Howwelldidthestudentsperform?Evaluatestudentperformanceafter

completionofthelesson.

DidImeetmyteachingobjective?Whatismyoverallreflection/evaluationof

thislesson?

n17

Lesson4:
Communities
Time:
30minutes

Standard:

2G2.0.2Describehowthelocalcommunityispartofalargerregion(e.g.,county,
metropolitanarea,state).

ICANstatements:
Icanstatethedifferencebetweencity,state,andcountry.
IcannamethedifferentregionsRichlandisapartof.
Icancreatea,MeontheMaptoorganizethedifferentregionstheyareapart
of.
Icanretellmainideasfromatextreadaloudorinformationpresentedorallyor
throughothermedia.

Background:
Thislessonwillbefocusedaroundtheideathatourlocalcommunity
(Richland)isapartofalargerregion(KalamazooCounty,WestMichigan,Michigan,
UnitedState,theworld).Thelessonwillstartwithashortbook,WheredoIlive?.This
bookwillhelpuswithcreatingourownmapbooklet,whichwillbethemainactivityfor
theday.

Materials:
Colorpencils
WheredoIlive?book
MyRegionsworksheet
Blankpieceofpaper

Engagement:(Iftime!)
Havestudentscometocarpetspotsandread,WhereDoILive?by
Neil
Chesanow
.
Askquestionsalongtheway.
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 Whatcountrydowelive?
Whatstate?
Whatdoyouthinkthedifferenceisbetweenyourcityandyour
state?
Task:
1. Todaywewillbecreatingownownmapbooklet!
2. Showstudentsyourmapbooklet
a. WhydoyouthinkIstartedwiththeworld?
b. Whydoyouthinkcontinentisnext?
i.

Whatisacontinent?Doyourememberfromthevideo?

3. Passoutpaper(Mymapbookletworksheets)
4. Helpstudentscutoutworksheetsandgluethemontocoloredpaperoftheir
choosing.
5. Workaroundroomandhelpstudents

Differentiation
HavestudentsworkoncircletableifhavingtroubleORpairthemwithanother
studentthatcanhelpthem.
Iffinishingearlyhavethemanswer:
HowwillastudentfromCanadasMapBookletlookdifferentfromours?
FromChina?

Extension:

Whyisitimportantthatweknowallofthesedifferentregionsthatwebelong
to?

Willeverystudentintheworldshareatleastoneregionincommon?

Assessment

MapBooklet
ExitTicket:
HowdoesourmapbookletshowthatRichlandisapartofa
largerregion?
n19

Reflection:

Howwelldidthestudentsperform?Evaluatestudentperformanceafter

completionofthelesson.

DidImeetmyteachingobjective?Whatismyoverallreflection/evaluationof
thislesson?

n20

MyMapBookletActivity

n21

n22

n23

n24

n25

Lesson5:
Communities
Time:
30minutes

Material:

Standard:

2G2.0.1Comparethephysicalandhumancharacteristicsofthelocalcommunitywith
thoseofanothercommunity.
2G2.0.2Describehowthelocalcommunityispartofalargerregion(e.g.,county,
metropolitanarea,state).

ICANstatements:

IcandescribethephysicalandhumancharacteristicsofRichland(
e.g.,
neighborhoods,schools,parks,creeks,shoppingareas,airports,museums,sports
stadiums,hospital
s)

Icanexplainthattheiraremanydifferenttypesofcommunitiesalloverthe
world.
Icanretellmainideasfromatextreadaloudorinformationpresentedorallyor
throughothermedia.

Background:
Thislessonwillstartoutwithareviewonthedifferenttypesof
communities(urban,suburban,andrural).

Engagement:
ReviewGame!Groupchildreninto4groups(countoff).Usingpaper,
allocate3sectionsofthereviewtobeUrban,Suburban,orRural.Eachgroupgets4
questions.
Group1
Cows,pigs,andchicken
Subways
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 Housesinneighborhoodswherethehomesaresimilarandeveryonehas
acar.
Supermarketsandmalls
Group2
Apartmentintallbuildings
Heavytraffic
Farms
Onetrainstationinthecommunity
Group3
Subways
Housesthataremilesapart
Peopletypicallydrivingataround1030minutestotheirjob
10restaurantsinwalkingdistanceofeachother
Group4
Manylightsatnightilluminatingthecommunity
Acoupleparksinonecommunity
Redbarn
Manybusinessinthesamearea,oftenintallbuildings

Task:
1.Showthevideoclip

https://www.youtube.com/watch?v=QrcOdLYBIw0
(13
minutes)
2.Haveaclassdiscussionaboutdiversityinthecommunity.(Writeanswerson
board.
Howwherecommunitiesdifferentfromoursinthisvideo?

housing
transportation
climate
jobs
markets

3.Havestudentspickacountryintheworldandhavestudentsdescribehowthe
communitieswouldbedifferent.
n27


(Dependingontimethismaybedoneasaclass,pickastickandhavethat
studentnameacountry.Lookinformationuponcomputerasaclass.Writedown
similaritiesanddifferences.Thenontheirownstudentswillwriteacomparison
paper).

4.Studentswilluseipadstolookupinformationondifferentcountries.Students
cantakenotesonthecountrytheyarelookingup.
5.Studentswillthenwriteaparagraphonhowacommunity(fromFrancefor
example)willbedifferentfromacommunityintheUnitedStates

Showexampletoclass!

Differentiation
Usingthecircletableintheclassroom,havestudentsthatstrugglewithwriting
meetyouatthetablesoyoucanhelp.
Forpeoplewhomightfinishearlyhavethemwritealettertoa2ndgraderin
thatcountryandhavethemdescribewhattheircommunityislike.
Extension:
GroupDiscussion:
Howdoyouthinkacommunityinadifferentcountrymightbethesame
andmightbedifferent?
Explaintostudentshowdiversityaddstoyourcommunity

Makesituniqueandinteresting
Bringsindifferentcultures
Welearnfromeachotherandgrowtogetherfromhaving
differentpointsofviews.

Assessment1
Collectwritingpromptsandlettersattheendofclass
.
Reflection:
Howwelldidthestudentsperform?Evaluatestudentperformanceafter

completionofthelesson.

n28

 DidImeetmyteachingobjective?Whatismyoverallreflection/evaluationof
thislesson?

n29

Assessment(MultipleChoice/Writingprompt)
1) Namethreeregionsthatourlocalcommunityisapartof.Colortwooftheregions.

2)WhatregiondowehaveincommonwithJapan?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

n30

3)Describeeachofthe3typescommunitiesbelow.
Circlethecommunitymostlikeyours
(Richland)
.

Ideas:
Land,housing,transportation,animals,andjobs.

Urban

Rural

Suburban

4)CompareRichlandtoacommunityfromabovethatyoudidnotcircle.Howarethey
different?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5)Howdoesculturemakeacommunitydiverse?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
n31

Rubric
2G4.0.3Use
componentsofculture
(e.g.,foods,language,
religion,traditions)to
describediversityinthe

(4)

Uses5different
componentsofculture
todescribediversityin
localcommunity

(3)

Uses3different
componentsofculture
todescribediversityin
localcommunity

(2)

Uses1different
componentsofculture
todescribediversityin
localcommunity

(1)

Doesnotusecultureto
describediversityin
community.

(4)

Studentcanexplain
howRichlandisapart
ofmanydifferent
largerregionsandwhy
itisimportanttoknow
this.

(3)

Studentcanexplain
howRichlandisapart
ofmanydifferentlarger
regions.

(2)

Studentcanexplain
howRichlandisapart
12differentlarger
regions.

(1)

Studentcantexplain
howRichlandisapart
ofmanydifferentlarger
regions.

(4)

Studentscanstate
several(5+)
similaritiesand
differenceson
Richlandtoanother
community.

(3)

Studentscanstate
manysimilarities(34)
anddifferenceson
Richlandtoanother
community.

(2)

Studentscanstatea
couplesimilarities(12)
anddifferenceson
Richlandtoanother
community.

(1)

Studentscannotstate
similaritiesand
differenceson
Richlandtoanother
community.

(4)

Studentscandescribe
wherepeoplelives,
whereservicesare
providedandwhere
productsaremadein
Richlandwithseveral
examples

(3)

Studentscandescribe
wherepeoplelives,
whereservicesare
providedandwhere
productsaremadein
Richlandwithacouple
examples.

(2)

Studentscandescribe
wherepeoplelives,
whereservicesare
providedandwhere
productsaremadein
Richland.(ofthese)

(1)

Studentscannot
describewherepeople
lives,whereservices
areprovidedand
whereproductsare
madeinRichland.

(4)
Studentscandescribe
themeanspeople
createformoving
people,goods,and
ideaswithinthelocal
community
withseveralexamples.

(3)
Studentscandescribe
themeanspeople
createformoving
people,goods,and
ideaswithinthelocal
community
withseveral
examples

(2)

Studentscandescribe
themeanspeople
createformoving
people,goods,and
ideaswithinthelocal
community.
(of
these)

(1)

Studentscannot
describe
themeans
peoplecreatefor
movingpeople,goods,
andideaswithinthe
localcommunity.

localcommunity
TestQ5

2G2.0.2Describehow
thelocalcommunityis
partofalargerregion
(e.g.,county,
metropolitanarea,
state).
TestQ1&Q2/My
mapbooklet

2G2.0.1Comparethe
physicalandhuman
characteristicsofthe
localcommunitywith
thoseofanother
community.
TestQ3/Q4

2G4.0.1Describeland
useinthecommunity
(e.g.,wherepeoplelive,
whereservicesare
provided,where
productsaremade).
TestQ3/Letter

2G4.0.2Describethe
meanspeoplecreatefor
movingpeople,goods,
andideaswithinthe
localcommunity.
TestQ4

n32

Bibliography

Barabas,K.(1982).
Whatisacommunity?
NewYork:FranklinWatts.

CommunitiesAroundtheWorld.(2014,February25).RetrievedAugust1,2015,from

https://www.youtube.com/watch?v=kmcU3g5schc
.

Chesanow,N.,&Iosa,A.(1995).
WheredoIlive?
Hauppauge,NY:Barron's.

Barabas,K.(1982).
Whatisacommunity?
NewYork:FranklinWatts.

FinallyinFirst:MeontheMap.(n.d.).RetrievedAugust4,2015,from

http://finallyinfirst.blogspot.com/2011/02/meonmap.html

GoogleImages.(n.d.).RetrievedAugust1,2015,from

https://images.google.com/

Parker,W.(2012).
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