Professional Documents
Culture Documents
2nd Kud
2nd Kud
2nd Kud
2nd KUD:
GLCE (coding and
wording); Verb(s)
underlined; type of
learning:
Knowledge, Skill,
Reasoning, Product
Knowledge (K)
2 G1.01 - Construct maps of the local community that contains symbols, labels,
and legends denoting human and natural characteristics of place.
Product Learning (construct)
Knowledge Learning (denote)
Understand (U)
DO:
Demonstration of
Learning (DOL)
Vocabulary
I Can
A map is a
representation of the
real world. Maps use
symbols to represent
real objects.
Symbols are pictures
of different shapes
and colors that
represent real objects
or places. In order to
make sure people
know what each
symbol represents,
every map needs a
legend. A legend will
have the symbol as
well as a label next to
it saying what the
symbol represents.
Human
characteristics of
place are objects
made by people, like
a playground.
Natural
characteristics of
place are objects
found in nature, like a
tree.
Students will
understand that
maps contain
information
about a place.
Students will
individually
construct a map of
the community. On
the map students
will include
symbols, labels, a
legend, natural
characteristics, and
human
characteristics in
the community.
Map
Symbols
Labels
Legends
Human
characteristics
Natural
characteristics
Lesson: Construct a Map of your Community
Anticipatory Set: The teacher will pull up a map of the
community on Google maps and project it onto the board for
the class to see. The teacher will start the map on the school
and then based on suggestions from the class the teacher can
click around on the map to show familiar sites in the
community.
Resources needed:
Resources needed:
Google Maps (computer
and projector access)
Chart paper, markers
Paper for Maps for
students
Markers, pencils, rulers
Resource Attachments:
Attachment E: Tree chart of natural and human characteristics.
Attachment F: An example of the map students will map of their community.
Vocabulary Lesson:
Vocabulary Lesson:
Lesson:
Marzanos Six Steps for Intentional
Instruction in Vocabulary - Lesson
focus is on the words: rural, urban,
suburban
Content words based off of 2 G4.01.
Step 1
Each word will be introduced by
looking at a community that is
classified as that word. The students
will look at a map of the community via
Google maps while also hearing a short
story about what its like living in that
type of community. After looking at
the map and hearing the story, the
teacher will go over what types of
things were in each community and
present the words definition which are
as follows.
Rural: A rural community is a
community with lots of farms or open
country and few people.
Urban: An urban community is a city
or town that has many buildings and
many people.
Suburban: A suburban community is a
community outside of a city or town,
with a medium amount of houses and
people.
Script is attached for introduction.
Refer to Attachment G.
The words will be added to the Word
Wall as well.
Resources needed:
Resources needed:
Banks, J. A., Boehm, R. G., Colleary, K. P., Contreras, G.,
Goodwin, A. L., McFarland, M. A. & Parker, W. C. (2003).
Our communities. New York, NY: Macmillan McGraw-Hill.
Beck, Isabel (2002) Bringing Words to Life, Chapter 2,
Introducing Vocabulary and Chapter 6, Making the
Most of Natural Contexts.
Google. (2016). Google Maps. Retrieved from
https://www.google.com/maps/@42.9623205,85.8882059,281m/data=!3m1!1e3
Marzano, R. and Pickering, D. (2005), Building Academic
Vocabulary: Teachers Manual, Chapter 3, Teaching the
Selected Terms
Board and expo markers
Step 2 & 3
Have students create their own
matchbook foldables about each
community type. These match books
will allow students to represent the
words linguistically in their own
definition as well as non linguistically
as they have to draw a picture for
each word. They will then glue the
foldables into a manila folder to keep
them all in one easy-to-access place.
Teacher will clear up any
misconceptions at this point in order
to clarify and correct students
understanding.
Step 4 & 5
Students will develop their own
analogies between the different
community types with Bridge Maps.
Before creating these bridge maps
they will be given the opportunity to
collaborate with peers to discuss
potential comparisons they could
make and develop a better
understand of aspects of each
community. After talking with their
peers, students will then go back to
their seats and create their own
individual analogies. An example is
below and the template is attached
(refer to attachment M).
Little Towns /as\ Rural
Communities
Cities /as\ Urban
Communities
Suburbs /as\ Suburban
Communities
Relating Factor: Size of community
Step 6
Students will play a game similar to I
Have, Who Has except it will be
turned into I Live, Who Lives.
Students will get into groups of three.
Each student will then come up with
their own who lives questions for
each community. These who lives
questions will formatted as such:
Who lives in a community that
Resource Attachments:
Attachment H:
SCRIPT:
Class, today we are going to be talking about land use in the community. One way in which we use
land is by living on it. We have to set aside land for people to build apartments and houses on so that
we have somewhere to live. The type of community that we live in depends on what else is on the land
around where we live. Today we are going to talk about the three different communities that people
could live in. Does anyone know what they might be called? Dont worry if you dont know because
were about to find out together!
Rural: Im going to read a story about a girl who lives in the first type of community we will be
discussing. Before I read the story of what its like to live there Im going to put the name of the town
she lives in into Google Maps and project a picture of the town for you all to look at while I read.
(Refer to Attachment I to see still picture of map). (Teacher reads p. 21 in Lesson 2 of Chapter 1 Life
in Communities in the book Our Communities)
*After finishes reading*
Class, what kinds of things did you hear about how the land is used in the town of Beatrice? What did
they have a lot of? (crops and farms) What didnt they have a lot of? (people) What did you notice
from the map? (lots of fields, not a lot of houses)
Very good, so this type of community is called a rural community. Have any of you heard that word
before? A rural community like we just talked about and saw is a community with lots of farms or
open country and few people. (Teacher will write Rural on the board, while saying definition will
create a bulleted list of each part of the definition) Now that we have the basic definition on the board,
would anyone like to add in.
Urban: Now lets look at the next type of community class. This community is going to take us over
to San Francsiso, California.
See what you notice on the map (Refer to Attachment J to see still picture of map) and listen closely
for how the land is used as I read the story. (Teacher reads p. 22 in Lesson 2 of Chapter 1 Life in
Communities in the book Our Communities)
*After finishes reading*
Class, what kinds of things did you hear about how the land is used in San Francisco? What did they
have a lot of? (big buildings, people) What didnt they have a lot of? (no open spaces) What did you
notice from the map? (no fields, just houses)
Very good, so this type of community is called a urban community. Have any of you heard that word
before? An urban community like we just talked about and saw is a city or town that has many
buildings and many people. (Teacher will write Urban on the board, while saying definition will
create a bulleted list of each part of the definition) Now that we have the basic definition on the board,
would anyone like to add in.
Suburban: And last but not least, this next community type will take us to Alexandria, Virginia. See
what you notice on the map (Refer to Attachment K to see still picture of map) and listen closely for
how the land is used as I read the story. (Teacher reads p. 23 in Lesson 2 of Chapter 1 Life in
Communities in the book Our Communities)
*After finishes reading*
Class, what kinds of things did you hear about how the land is used in Alexandria? What were they
smaller than? (a city) What did you notice from the map? (some open space, mostly houses)
Very good, so this type of community is called a suburban community. Have any of you heard that
word before? A suburban community like we just talked about and saw is a community outside of a
city or town, with a medium amount of houses and people. (Teacher will write Suburban on the
board, while saying definition will create a bulleted list of each part of the definition) Now that we
have the basic definition on the board, would anyone like to add in.
Attachment I: Map for Rural Community
Attachment K: Map for Suburban Community
Attachment M: Bridge Map Template for Vocabulary