Philosophical Or Debatable

Project Overview/Thoughtful Classroom
Step One: Identify the Title and Core Concept
Name of Project: / Suburban Life in East Syracuse / Duration: 3 Weeks
Subject/Course: Social Studies/ELA / Teacher(s): Mary, Mary, Joell / Grade Level: 2
Other subject areas to be included, if any: / Math?
Understanding Rural, Urban and Suburban Neighborhoods : A Study in COMMUNITY
(Unit Topic) (core concept)
Step Two: Identifying Standards to Be Addressed
Project Idea
Summary of the issue, challenge, investigation, scenario, or problem: / Students will collaborate on a brochure to persuade people to visit/live in the village of E. Syracuse.
Driving Question

Philosophical or Debatable
Product-Oriented
Role-Oriented

/ How is the village of E. Syracuse a great community?
Guiding Questions: / What is a community? What is it made up of?
What does community that is Rural, Urban and Suburban look like and what makes it a good place to life?
CCSS to be taught and assessed: / ELA: W.2.1, 2.7, 2.8
RI 2.1, 2.2, 2.4, 2.5, 2.10
SL 2.1-2.3, 2.5 2.6
Individual Development and Cultural Identity
SS 2.1 Communities can be characterized as urban, suburban, or rural. Urban, suburban, and rural communities differ from place to place.
Geography, Humans and the Environment
2.6 Lifestyles in urban, suburban, and rural communities are influenced by geographic andenvironmental factors.
Economic Systems
2.9 Urban, suburban, and rural communities face different challenges in meeting their wants and needs, and scarcity of resources requires community members and local governments to make economic choices.
2.10 Members of a community use resources to create a varietyof businesses and industries to provide goods and services for the community.
2.11 A community requires the interdependence of many people performing a variety of jobs in order to function properly and provide necessary goods and services.
Additional Standards to be taught and assessed: / CC SS Practices (Draft)
Comparison and Contextualization
Identify similarities and differences between geographic regions
Identify multiple perspectives from a student’s life or from Social Studies
Geographic Reasoning
Ask geographic questions about where places are located and why they are located there
Identify and describe the relationship between people, places, and the environment
Identify how the environment affects human activities and how human activities affect the environment
Recognize relationships among patterns and processes
Recognize that place and region influence the social, cultural, and economic characteristics of civilizations
Identify and describe changes within and across places and regions
Identify Learning Targets and/or ”I can…” statement / SS: I can describe the characteristics of communities that are urban, suburban and rural.
RI: I can answer “who” “what” “when” “why” and “how” from a text. I can find the main idea in a non-fiction text.
WI: I can record what I find when reading.I can work with a partner to research.I can interview people to answer a question. I can write to persuade.
SL2: I can actively participate in discussions. I can tell about the key ideas and details after I listen and read. I can record (draw) what I learn. I can answer questions out loud in complete sentences.
Key Academic Vocabulary: / Urban, Suburban, Rural, Community, neighborhood, goods and services, consumer, producer, citizen(ship),
Step Three: Develop Your Learning Window
Knowledge Goals
(Facts, sequences, and vocabulary terms-list terms under “Key Academic Vocabulary)

Key terms
Can the student provide a brief summary of the 3 types of community?
Students know how needs/want relate to good/services and how they are important to a community
How to use resources to state claims and provide evidence of their inquiry.

/ Behavioral Goals/Habits of Mind
(Habits of mind/attitudes that will foster success in the unit)

Questioning and posing problems
Thinking and communicating with clarity and precision
Gathering data through all senses
Creating, imagining, innovating
Thinking interdependently
Remaining open to continued learning

Understanding Goals
(Big ideas, generalizations, principles)
2.1.a An urban community, or city, is characterized by dense population and land primarily occupied by buildings and structures used for residential and business purposes.
2.1.b Suburban areas are on the outskirts of cities, where human population is less dense, and buildings and homes are spaced further apart.
2.1.c Rural communities are characterized by a large expanse of open land and significantly lower populations than urban or suburban areas.
2.1.d Population density, use of the land and environment, and the availability and extent of public services, such as education and health care, are some of the chief characteristics that define and distinguish these types of communities.
2.1e Urban areas, worldwide, share common physical and human characteristics, but may also have cultural differences.
2.1.f The activities available for people living in urban, suburban, and rural communities are different. The type of community a person grows up in will affect a person’s development and identity.
2.6.a Communities use human and natural resources and adapt their environment in different ways.
2.6.b Housing styles, transportation systems, jobs, schools, marketplaces, and leisure activities are all influenced by geography and the environment, and these vary across urban, suburban, and rural communities.
2.9.a People make decisions based on their needs, wants, and the availability of resources.
2.9.b The availability of resources and community services to address basic needs varies across urban, suburban, and rural communities.
2.10.b Community resources provide public services such as libraries, schools, hospitals, and playgrounds.
2.11.a Members of a community specialize in different types of jobs that provide goods and services to the community.
2.11.b Community resources require community workers such as teachers, firefighters, sanitation workers, and police.
2.11.c At times, neighboring communities may need to share resources and workers to support multiple communities. / Skill-Acquisition Goals
(Targeted skills and/or Hidden Skills of Academic Literacy)
Social Studies Practices: (Targeted Skills)

Comparison & Contextualization
Geographic Reasoning (people, places, regions, environment, interactions)
Using, gathering and Interpreting Evidence

21st Century Skills
Competencies to be taught and assessed / Collaboration / X / Creativity & Innovation
Communication (Oral Presentation) / X / Other:
Critical Thinking
Presentation Audience:
Culminating Products and Performances / Group: / Design mock up
Culminating brochure
Interview questions / Class: / X
School:
Community:
Individual: / Writing planner, outline, foursquare, bubble map?
Writing for brochure: Work, Live , Play (each child in the triad will be responsible for a section) / Experts:
Web: / ?
Other: Board Mtg.
Project Overview
Entry eventto launch inquiry, engage students: / Video “HOMETOWN” Adele w/ teachers interacting around the community. With sort card of LIVE, WORK, FUN.
Assessments
And Benchmarks / Formative Assessments
(During Project) / Quizzes/Tests / Practice Presentations / X
Journal/Learning Log / Notes
Preliminary Plans/Outlines/Prototypes / X / Checklists / X
Rough Drafts / X / Concept Maps
Online Tests/Exams / Other: Graphic Organizer / X
Summative Assessments
(End of Project) / Written Product(s), with rubric:
Individual writing pieces for brochure / X / Other Product(s) or Performance(s), with rubric:
Brochure final w/ rubric / X
Oral Presentation, with rubric / Peer Evaluation
Multiple Choice/Short Answer Test / Self-Evaluation / X
Essay Test / Other:
.
Resources
Needed / On-site people, facilities: / Video/Tech Support: Cheryl Longo, Mr. Gates, Becky Wenner, Community Volunteers: Parents, Park&Rec, Business, Mayor
Equipment: / Computers, ipads, itouch, smartboard, some type of publisher software TBA, internet site (ie. BibBite?)
Materials: / Graphic organizers; Rubric for: writing, final, speaking; non-fiction texts; laptop cart
Community resources: / Chamber of Commerce and village historian
Reflection
Methods / (Individual, Group, and/or Whole Class) / Journal/Learning Log / X / Focus Group
Whole-Class Discussion / X / Fishbowl Discussion
Survey / Other: Morning Meeting Shares/Closing Circles / X

Project Teaching and Learning Guide
Project: Suburban Life in East Syracuse / Course/Semester: Spring 2014
Refer to Step 3: Developing Your Learning Window
Knowledge and Skills Needed by Students
to successfully complete culminating products and
performances, and do well on summative assessments / Scaffolding / Materials / Lessons to be Provided
by the project teacher, other teachers, experts,
mentors, community members
Recall from video /  / Sort card (student generated and pre-made)
Graphic Planner / Research reading /  / Dividing groups by teacher, small group instruction- Close read
Writing Pieces /  / Shared writing experience, Lucy Caulkin Writers Workshop (Informational)
Brochure Format and draft /  / Small group, brochure investigation,
Computer technology /  / Word processing, layout, laptops, whole/small class breaking down sets in Jan. (ie. Log in, small word activities to do).
Interview Questioning /  / Morning Message, Share, Whole class

PROJECT CALENDAR
project: / Start Date:
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
PROJECT WEEK ONE
Entry Event: Video
Sort Card Activity: with Smart board or card sort cooperative group
Driving question and project overview: Products, audience, presentations
Need to Know
Guided Discovery of Project Wall / SS: What is a community? Book: “The Little House”
Google Earth / Map
Hard copy of FIND my house in the community? Pin. / Forming Triads (teacher assigned).
Teambuilder: Trio, find your house using google MAPS. (Pins?)
Team Contracts
Assigning roles (Life, fun, work); assign teachers / Break into live, work play groups and teachers.
EXPERT Morning Meeting with a “Community” theme. Book: “Me on the Map”
Greeting: Globe Greeting
Share: My favorite place in our community.
Activity: Me on the Map non-verbal line-up.
Morning Message: Welcome community Experts, Today….(bubble question starting thinking about questions to ask our community member) / Experts Speakers???
PROJECT WEEK TWO
PROJECT WEEK THREE