Around The World

2nd Grade
EDBE 4490. 001

Rationale:
The Thematic Unit will help the students build their background knowledge over different continents, bodies of
water, seasons, and money around the world. The theme, Around the World, was chosen for the Thematic Unit to help
prepare students to better understand geography, currency, and seasons from all parts of the world. Throughout the unit,
the students learn from various content areas. The reasoning of why we have four seasons within a year. The students
begin to realize there are other continents and bodies of water in after parts of the world. The exchange of money is in
different amounts in one country from another. The students will learn a different point of view of the world that they never
knew existed.
Goals:
After this unit, the students will identify and understand the differences in seasons around the world.
After this unit, the students will identify different seasons.
After this unit, the students will identify the value of money in the United States.
After this unit, the students orally express their ideas relating to coins.
After this unit, the students will identify continents, states in the U.S and bodies of water.
After this unit, the students will complete a blank map of continents and oceans.
After this unit, the students will identify the facts in a specific text about a continent.
After this unit, the students read and summarize a specific text of important facts and information from around the
world.

Teacher:

Subject
area:

Skyla
Date:
Brown/Cour
tney
Murphy
English
Grade
Language
Level:
Arts

Summer
2015

2nd

District:

Unit Title

School:

Around
the World

UNT

Lesson
Title:

Purpose and Lesson

Standard(s):
TEKS
110.13. (14) (A) identify the
main idea in a text and
distinguish it from the topic; (14)
(B) locate the facts that are
clearly stated in a text.
ELPS
(4)(I) demonstrate English
comprehension and expand
reading skills by employing basic
reading skills such as
demonstrating understanding of
supporting ideas and details in
text and graphic sources,
summarizing text, and
distinguishing main ideas from
details commensurate with
content area needs.

Content
Objective(s):
Student will be
able to

LEARNING STRATEGIES:
Cognitive Learning Strategy:
Establishing a purpose for
reading/and or learning.
KEY VOCABULARY:
Academic vocabulary:
Location

Continent

Geography

Bodies of Water

World

Essential Question(s) - HOTS:

What is a continent?
What are the names of the
continents and oceans in our
world?

Process/Function Words:
Terrain

Climate

Visit

Topography

Direction

Assessment of
Objectives:
How will you know if
students have met
the objectives

Lesson Steps/Activities including Timeline & Grouping

MOTIVATION (Large Group, 20 minutes)
The teacher will find the students prior knowledge from
personal experiences or from previous lesson plans through

PowerPoint Story Map Graphic Organizer

Continent PowerPoint

Continent PowerPoint Rubric

CATEGORY

4 (high)

1 (low)

Number of Slides

Student creates at least 3

slides that contain multiple
pieces of information that
make sense together

Student creates at least 2 Student creates 2 slides

Student creates 2 or fewer
slides that contain multiple containing only one piece slides with little to no
pieces of information but 1 of information
information (a few words)
or none have only one
piece of information

Images on Slides

All slides created (at least 2 slides contain an image Fewer than 2 slides
3) have an image as well as well as information
contain an image
as information

Fewer than 2 slides

contain an image

Use of Spelling Feature

Demonstrates
independent use of spell
check

Uses spell check with

support

Student asks for support

to use spell check but
does not use it correctly

Student does not know

how to use spell check
and does not ask for
assistance

Punctuation and
Grammar

Always uses correct

punctuation, capitals and
complete sentences

Mostly uses capitals and

periods correctly

Uses few capitals and

periods

Omits capital letters

completely or rarely uses
capital letters or
punctuates

Listening and Project

Completion

Listened to directions and Usually listened to

was able to complete
directions and was able to
project as a group.
complete project as a
group.

Listened to directions and

was able to complete
project somewhat as a
group.

Demonstrates no
understanding of
technology content- did
not listen to directions and
was not able to complete
the project as a group.

Highest Possible Score: 20

Students Score: ________
Comments:

Continent PowerPoint Check List

The
The
The
The
The
The
The

students provided three or more facts about the continent.

students created three or more slides.
multiple information make since when put altogether.
students showed visuals about their continent.
students spelled words correctly throughout the PowerPoint.
students used creativity throughout the PowerPoint.
students all participated together when creating the PowerPoint.

Teacher:

Subject
area:

Skyla
Brown
and
Courtney
Murphy
Science

Date:

Summer
2015

Grade
Level:

Unit Title
Around
Lesson
2 nd
the
World
Title:
grade
Purpose and Lesson

Standard(s):
TEKS:
112.13 (8) (B) identify the
importance of weather and
seasonal information to make
choices in clothing, activities, and
transportation.

District:

LEARNING STRATEGIES:
Cognitive Learning Strategy:
Identifying Key Vocabulary
Metacognitive Learning
Strategy: Monitoring and
Clarifying

School:

Essential Question(s) - HOTS:

1. What are the four
seasons that happen
every year?
2. What makes the
seasons different from
one another?

KEY VOCABULARY:
ELPS:
74.4) (2) (E) use visual,
contextual, and linguistic support
to enhance and confirm
understanding of increasingly
complex and elaborated spoken
language.

Academic vocabulary:
Seasons

Spring

Summer

Fall

Winter

Process/Function Words:
Rains

Hot

Cold

Change

Year

10

11

12

1 finger: "I dont understand"

2 finger: "I somewhat
understand"
3. finger: "I fully understand"

Vocabulary Foldable

13

The season change four times a year,

From spring till winter they appear
Spring is wet, the flowers grow,
It rains a lot and melts the snow
Summer is hot, it is full of sun,
There is no school, its lots of fun
Fall is cool, the leaves fall down,
The colors change all over the town
Winter is cold, the snowflakes fall,
We skate and ski and make snowballs.

14

15

Compare and
Contrast Venn
Diagram

16

Category
Comprehension

Accuracy/
Fluency

Rubric For "Vocabulary Foldable"

1(low)
2
3
The student
The student
The student
cannot label
can only label
can label the
and illustrate
the four
four seasons
the seasons,
seasons, but
and key
key vocabulary
cannot label
vocabulary
words, and
and illustrate
words, but
synonyms.
the key
cannot label
vocabulary
and illustrate
words, and
the synonyms.
synonyms.
The student
The student
The student
cannot
can spell/ write can spell/ write
spell/write the
the four
the four
four seasons,
seasons, but
seasons and
key vocabulary
cannot spell
key vocabulary
words and
the key
words, but
synonyms.
vocabulary
cannot spell/
words and
write the
synonyms.
synonyms

4(high)
The student
can label and
illustrate the
four seasons,
key vocabulary
words, and
synonyms
correctly.
The student
can spell/ write
the four
seasons, key
vocabulary
words and
synonyms
correctly.

Highest Possible Score: 8

Students Score: ________

17

Comments:

Check List for the "Vocabulary Foldable" Activity

Folded the paper correctly
Labeled Spring
Labeled Summer
Labeled Fall
Labeled Winter
Wrote the underlined vocabulary words on inside flaps (8 total)
Wrote a synonym for each vocabulary word on the most inside flaps (8
total)
Illustrated the vocabulary word on the most inside flaps (8 total)
Vocabulary foldable is complete and legible
Participated in the activity

18

Rubric for "Traveling Suitcase"

Category
Comprehension

1(low)
The student did not
participate in
creating the
Suitcase Paper
Craft

2
The student
created the
Suitcase Paper
Craft, but did not
focus on a specific
season and
clothing items.

Accuracy/ Fluency

The student did not

present their
Suitcase Paper
Craft to the class

The student
presented their
Suitcase Paper
Craft, but spoke
very quietly and to
slow for everyone
to understand.

3
4(high)
The student
The student
created the
created the
Suitcase Paper
Suitcase Paper
Craft and choose a
Craft, choose a
specific season, but specific season and
did not have the
had correct clothing
correct clothing
items that matched
items that matched with that particular
with the particular
season.
season.
The student
The student
presented their
presented their
Suitcase Paper
Suitcase Paper
Craft, but spoke
Craft and spoke in
very loud and too
a consistently and
fast for everyone to
in a appropriate
understand.
tone and volume
for everyone to
understand.

19

Highest Possible Score: 8

Students Score: ________
Comments:

Check list for "Traveling Suitcase" Activity

Focused on specific season
Created clothing for the suitcase
Clothing matched the specific season
Presented to the class
Spoke in a consistent and appropriate tone and volume

20

21

Teacher:
Subject
area:

Skyla
Brown/Courtn
ey Murphy
Social Studies

Date:

Summer
2015

Grad
e
Level
:

2nd

District:
Unit Title

School:
Around
the World

UNT

Lesson
Title:

Purpose and Lesson

Standard(s):
TEKS
113.13. (6) (A) identify major
landforms and bodies of water,
including each of the continents
and each of the oceans, on maps
and globes.

LEARNING STRATEGIES:
Cognitive Learning Strategy:
Mapping information.
KEY VOCABULARY:
Academic vocabulary:
Location

Continent

ELPS

State

(5)(B) Write using newly

acquired basic vocabulary and
content-based grade-level
vocabulary

Bodies of Water

World

Content Objective(s):
Student will be able to
The Students will be able to
identify continents, States in

Essential Question(s) - HOTS:

What story do maps and globes
tell?
What makes places unique and
different?

Process/Function Words:
North

South

East

West

Direction

Assessment of
Objectives:
How will you know
if students have
met the objectives

Lesson Steps/Activities including Timeline &

Grouping
MOTIVATION (Large Group Setting, 15 minutes)
The teacher will begin the lesson by asking the
students the essentials questions to build prior

22

TITLE:__World Map__(Graphic Organizer)

World Map

23

WORLD MAP
Name_____________________________
Date_____________________
Directions: Fill in the blank with the correct Continents, and bodies of water.

24

Coloring Continent Activity

25

26

Continent Cutouts

Game.

Visual Continent Flash Card Matching

YouTube Continents Song: https://www.youtube.com/watch?

v=apIzM6rywf0
27

Fill in the blank World Map Rubric.

Category
Comprehension

Accuracy/Fluenc
y

1 (low)
The student cannot
label and color any
correct Continents,
and bodies of water.

The student can

only label and color
three or less
Continents, and
bodies of water.
The students can
The student can
correctly spell two or correctly spell four
less Continents, and or less Continents,
bodies of water.
and bodies of water.

4 (high)

The student can

only label and color
six or less
Continents, and
bodies of water.
The student can
correctly spell seven
or less Continents,
and bodies of water.

The student can

correctly label and
color all of the
Continents, and
bodies of water.
The student can
spell every
Continent, and body
of water.

Highest Possible Score: 8

Students Score: ________
Comments:

28

World Map fill in the blank Check List

The student labeled Africa correctly.
The student labeled Asia correctly.
The student labeled Europe correctly.
The student labeled North America correctly.
The student labeled South America correctly.
The student labeled Australia correctly.
The student labeled Antarctica correctly.
The student labeled the North Pacific Ocean correctly.
The student labeled the South Pacific Ocean correctly.
The student labeled the North Atlantic Ocean correctly.
The student labeled the South Atlantic Ocean correctly.

29

The student labeled the Arctic Ocean correctly.

The student labeled The Indian Ocean correctly.

World Map Coloring Activity Rubric.

Category
Comprehension

Accuracy/Fluenc
y

1 (low)
The student cannot
color any correct
Continents, and
bodies of water.
The student cannot
identify the
continent they live
on.

The student can

only color three or
less Continents, and
bodies of water.
The student can
correctly identify
what continent they
live on, but cannot
spell it correctly.

The student can

only color six or less
Continents, and
bodies of water.
The student can
spell the continent
they live on, but
may miss one or two
letters.

4 (high)
The student can
correctly color all of
the Continents, and
bodies of water.
The student can
correctly spell the
continent they live
on.

Highest Possible Score: 8

Students Score: ________
Comments:

30

Coloring the Continents Activity Check List

The student colored Africa correctly.
The student colored Asia correctly.
The student colored Europe correctly.
The student colored North America correctly.
The student colored South America correctly.
The student colored Australia correctly.
The student colored Antarctica correctly.
The student was able to write the correct number of continents.
The student colored the oceans correctly.
The student was able to color the equator correctly.
The student was able to write the correct continent they live on.
31

32

Teacher:

Subject
area:

Skyla
Brown
and
Courtney
Murphy
Math

Date:

Summer
2015

Grade
Level:

2 nd
grade

District:

Unit Title

School:

Around
The
World

Lesson
Title:

Purpose and Lesson

Standard(s):
TEKS:
111.4. (5)(A)The student is
expected to determine the value
of a collection of coins up to one
dollar.(5)(B)Use the cent symbol,
dollar sign, and the decimal point
to name the value of a collection
of coins.

LEARNING STRATEGIES:
Find your match.
Scavenger hunt.
KEY VOCABULARY:
Academic vocabulary:
Coins
Money
Dollar
Cents
Buying

Essential Question(s) - HOTS:

1. Where have you seen
coins before?
2. What kinds of things
can you buy with coins?

ELPS:
74.4) (3) (G) express opinions,
ideas, and feelings ranging from
communicating single words and Process/Function Words:
Quarter
short phrases to participating in
Nickel
extended discussions on a variety
Dime
of social and grade-appropriate
academic topics.
Penny
Exchange

TEKS (1-2) and ELPS (2-4)

Content
Assessment of
Objective(s):
Objectives:
The students will
How will you know if
be able to
students have met
identify the value the objectives
of money in the
(formal/informal)?
United States.
By observing
the students
during the

Lesson Steps/Activities including Timeline & Grouping

MOTIVATION (Building Background, 15 minutes, All students
as a group)
1. The teacher will begin the lesson asking the students
the essentials questions, where have you seen coins
before and what kinds of things can you buy with coins?33
The teacher will make sure to slow down her speech
appropriately to accommodate for the ELL students in

Plickers Formative Assessment

Activity

34

The Product

What do you What it costs

think The
it costs?
Missing Coins Scavenger
Hunt Graphic Organizer

35

$1.95

$1.10

36

$0.96

$0.69

37

$0.47

38

Checklist for the Scavenger Hunt

The students found two quarters
The students found two dimes
The students found two nickels
The students found two pennies
The students found a new coin
The students wrote down similarities of the coins
The student wrote down differences of the coins
The students were working together as a team

39