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Saint Francis University

Education Department

Using Our Resources

Standards-Aligned Unit Planning Process-Domain I

1. Unit Overview Content Area: Social Studies


Grade Level: 2

1a. Brief description of the unit of study Using Our Resources will consist of five lessons, taking place during the course of one week.
Students should take away the big idea: ‘people use the land and its resources to help them live.’
Children should learn that people modify their environment as they build different types of
environments. Topics explored will include land and water resources, people settle, changing our
environment, and connecting communities. Students will be assessed informally and will have a
cumulative project due at the end of the week as a summative assessment. The science behind
natural resources will be briefly discussed during the unit, but further developed the following week
during an earth science unit. Students will also have writing incorporated into this social studies
unit.
7.3.2.A – Identify the effect of local geography on the residents of the region (food, clothing,
1b. Grade level standard(s) to be addressed in
industry, trade, types of shelter, etc.).
this unit of study
S.K-2.D.1.2 – Understand that Earth has natural resources.
4.3.2.B – Identify products and by-products derived from renewable resources.
S.K-2.D.1.2.1 - Identify Earth’s natural resources.
4.5.2.C - Identify how people can reduce pollution.
4.5.2.A - Identify the natural resources used to make various products.
7.4.2.A – Identify how environmental changes can impact people.
S.K-2.B.3.2.1 – Identify natural events (e.g., fire, flood, extreme weather) and human actions (e.g.,
road construction, pollution, urban development, dam building) that can impact an ecosystem.
S.K-2.B.3.3 – Describe how resources are conserved for human needs.
CC.1.4.2.A – Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.
CC.1.4.2.V – Participate in individual or shared research and writing projects.
CC.1.5.2.A – Participate in collaborative conversations with peers and adults in small and larger
groups.
2. Learning Targets - Domain I/III
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2a. Concepts and Competencies for all students 2a. Concepts and competencies for all students
Students will identify and list the resources, Using guided notes, larger groups, peer support, and adult support, students will identify and list the
identifying features, and forms of resources, identifying features, and forms of communication in urban, suburban, and rural areas.
communication in urban, suburban, and rural They will take this information and present it, as a group, in the form of a poster.
areas. They will take this information and
present it, as a group, in the form of a poster.

2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners
 Natural resources  Recycling
 Conservation  Farms
 Fuel  Neighborhood
 Rural, Urban, Suburb  City
 Environment  Resource
 Technology  Trade/traded
 Transportation  Advantages
 Communication  Disadvantages

3. Instructional Process - Domain III

Universal Design for Learning Principles:


Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional Accommodations and
Components Modifications

Instructional Materials, Resources and Assessment Barriers to


Practices Tools Access

 Small group ● Informal observation of  Social Studies: People We  Supported/guided  Low Guided/supported notes
projects participation and Know by Harcourt notes reading Dictation
 Flexible understanding based on  Flexible grouping  Dictated notes level Larger group sizes (less
grouping body language and  Small groups  Flexible grouping  Speech writing/drawing)
 Text reading questions asked  Supported notetaking  Small group poster Needs
Peer partners for reading
 Note taking ● Small group project to be  Dictation of notes project  ADD
Redirection and verbal
completed over multiple  Textbook – peer and
days cueing
instructor/aid assistance
4. Individualized Student Planning

Student or groups will be Standards- Student-Specific IEP Goals Individualized Student Supports
identified here. If you do not have IEP students Aligned IEP
then you may leave this section blank. 504 students may also be
included here. *GIEP students would be included in this section. Goals
Aligned to prioritized
learning targets

XH After given a writing topic, X will show independence and  Will receive guided notes
CC.1.4.2.T
write 3 grammatically correct sentences utilizing punctuation  Peer support within all group
and capitalization with 80% accuracy on 2 out of 3 attempts settings
CC.1.1.2.E during a 36 week period.

After direct instruction within a Reading program, X will


independently read a leveled book and answer comprehension
type questions in oral and written form with 80% accuracy on
2 out of 3 attempts during a 36 week period.
AH After direct instruction with a Writing program, A will  Has a peer assigned the same
CC.1.4.2.T
independently write a simple sentence using punctuation and color, shape, and number so
capitalization on 2 out of 3 attempts with 80% accuracy or they can read, write, and
higher during a 36 week period. draw as a team
 Will receive guided notes
 Peer support within all group
settings
BW When given 10 visual cues of any of the 26 letters (uppercase  Has a peer assigned the same
CC.1.1.1.D or lowercase), B will correctly identify the name of the letter color, shape, and number so
and the most common sound of the letter with 80% accuracy they can read, write, and
~OT goal on 4/5 trials on 3 out of 4 nine week marking periods. draw as a team
 Will receive guided notes
Given improved isolated finger control, student will  Peer support within all group
demonstrate 85% accuracy for letter formation, letter size, and settings
line orientation on adaptive paper while using spelling words
and incorporating into 3 short sentences in 3:3 sessions.
MV After instruction within the regular classroom, Michael will  Will receive guided notes
receive accommodations and adaptations to maintain a 75%  Peer support within all group
or higher on all academic subjects during a 36 week period. settings
(student’s only goal)