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A City Grows Taller Unit 1 Extended Lesson 3 Social Studies Lesson Plan

Summary of the Lesson Plan:


This social studies lesson is designed for _2nd__ grade students to learn about how the city of New York developed over time. New York began as a small farming community and has developed into a large urban city. It is set up as a whole group lesson with a combination of hands-on activities and group discussions.

Target Population:
__2nd_ grade all students whole group, individual assessments

Objectives:
G6.2.4 Identify patterns of change in the community G7.2.3 Define and compare rural and urban communities

Procedure:
EDEL 453 - Spring 2011 Karen Powell- Instructor Submitted by: Margaret Gurn

A City Grows Taller Unit 1 Extended Lesson 3 Social Studies Lesson Plan
1. In core lesson 3, students learned about comparing rural and urban communities. In this extended lesson the students will look at New York City and how it has changed through the years from a small rural community to a large urban city. 2. Before this lesson the class will create a chart comparing the differences between rural and urban communities. The whole class will brainstorm ideas and the teacher will create a chart on butcher paper. 3. The students will look at the picture of New York City in the past on page 48. Students will think about what types of activities might have happened in and around New York City at the time of this illustration. 4. The students will look at the image of New York City as it appears today. They will think about the differences and similarities of the two communities. 5. Preview the vocabulary word: skyscraper with the students. Ask them to break the word apart: sky and scraper. Tell them the definition is a very tall building the scrapes the sky 6. The teacher will read aloud the story on pages 48 and 49. 7. The teacher will discuss the idea that when we talk about the different rural and urban communities we are usually talking about 2 separate communities. But in some cities, like New York City, we are actually talking about the development of the same community. It begins as a small rural area and as it develops, it changes into an urban community. 8. The class will discuss reasons a community might develop from a rural area into an urban area. The class will brainstorm and the teacher will write reasons for this type of development on butcher paper. 9. After reading and discussing the changes in New York City the teacher will discuss the idea that this development and change has happened in other cities as well. There will be books available for the students to look through of different citiesLas Vegas Then and Now by Su Kim Chung; Boston Then and Now (Then & Now) by Elizabeth McNulty; Chicago Then and Now (Compact) (Then & Now Thunder Bay) by Elizabeth McNulty; Miami Then and Now (Then & Now) by Klepser Carolyn and Arva Moore Parks; Mexico City Then and Now by David Lida; San Francisco Then and Now by Eric J. Kos ( and others that can be located)

EDEL 453 - Spring 2011

Karen Powell- Instructor

Submitted by: Margaret Gurn

A City Grows Taller Unit 1 Extended Lesson 3 Social Studies Lesson Plan

Assessment:
The students will create their own comparison posters of a rural and an urban community. They will draw one picture of a rural community and one picture of an urban area. They will need to show the different types of buildings in each community.

Reflection:
Which part of the lesson do you think will be the easiest for you to teach? I think this lesson will be relatively easy to me because I enjoy looking at these types of historical changes. Because this is a follow up/extension lesson the concept will not be new, but shown in a different way. Which part will be most challenging for you to teach? I think there might be some difficulty in teaching the concept of the rural and urban community being the same city. Previous lessons compare different communities, but this shows development of one city. How will you follow up or extend this lesson? By offering additional books of cities Then and Now the students will be able to access these books to see how other cities have also developed. What can you do for students who dont grasp the concepts? The additional books on different cities should be a good source for students who are struggling with the development idea. I would also try to find Then and Now books from cities that the students can personally relate to; if they lived in or visited a city or where their family originates from. Which part of the lesson, if any, do you think might need to change? I do not think any changes need to be made, just the addition of supplemental materials When you were writing this lesson plan, what was the most difficult part? I found the most difficult part of this lesson plan to be getting started. I had some difficulty wrapping my head around what to show the students, but once I got started it was better.

Materials:
EDEL 453 - Spring 2011 Karen Powell- Instructor Submitted by: Margaret Gurn

A City Grows Taller Unit 1 Extended Lesson 3 Social Studies Lesson Plan
Social Studies Textbooks-Houghton Mifflin 2nd grade-Neighborhoods Butcher paper markers drawing paper for student assessment additional books for personal collection or library Las Vegas Then and Now by Su Kim Chung; Boston Then and Now (Then & Now) by Elizabeth McNulty; Chicago Then and Now (Compact) (Then & Now Thunder Bay) by Elizabeth McNulty; Miami Then and Now (Then & Now) by Klepser Carolyn and Arva Moore Parks; Mexico City Then and Now by David Lida; San Francisco Then and Now by Eric J. Kos ( and other that can be located)

RubiStar Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Making A Poster : Rural and Urban Communities


Teacher Name: Ms. Gurn

Student Name: CATEGORY Use of Class Time 4

________________________________________ 3 Used time well during each class period. Usually focused on getting the project done and never distracted others. 2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. 1 Did not use class time to focus on the project OR often distracted others.

Used time well during each class period. Focused on getting the project done. Never distracted others. All graphics are related to the topic and make it easier to understand.

Graphics Relevance

All graphics are All graphics related to the relate to the topic and most topic. make it easier to understand.

Graphics do not relate to the topic

EDEL 453 - Spring 2011

Karen Powell- Instructor

Submitted by: Margaret Gurn

A City Grows Taller Unit 1 Extended Lesson 3 Social Studies Lesson Plan
Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster includes all required elements as well as additional information. The poster is attractive in terms of design, layout and neatness. All required elements are included on the poster. The poster is acceptably attractive though it may be a bit messy. All but 1 of the required elements are included on the poster. The poster is distractingly messy or very poorly designed. It is not attractive. Several required elements were missing.

Required Elements

Date Created: Feb 03, 2011 07:25 pm (UTC)

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EDEL 453 - Spring 2011

Karen Powell- Instructor

Submitted by: Margaret Gurn

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