Presentation on theme: "Where would you like to live? Do you like to do lots of things? Do you like wide open space? Or, do you like a little of both? Would you rather live in."— Presentation transcript:
Where would you like to live? Do you like to do lots of things? Do you like wide open space? Or, do you like a little of both? Would you rather live in an urban, suburban, or rural community? Read If I Could Build a Town.If I Could Build a Town What is in your community? List your answers HereHere Go on to see what type of community you live in and to figure out where you would like to live! 1111 2222 3333 6666 5555 4444 Next Images courtesy of snyder7hills.orgsnyder7hills.org
Learn about urban, suburban, and rural areas by watching a Brain Pop Jr. video here.here To learn more, click on the book to read about urban, suburban, and rural areas! View a slideshow of images from an urban community.urban View a slideshow of images from a suburban community.suburban View a slideshow of images from a rural community.rural (Slideshows courtesy of Katie Cox-technology teacher at West Towson Elementary School) 1111 2222 3333 6666 5555 4444 Next
What type of community do you live in? Click here.here Read Postcards From Washington, D.C.Postcards From Washington, D.C. Click here to answer a follow up question.here Using what you have learned about urban, suburban, and rural communities, complete the venn-diagram to show similarities and differences between communities.venn-diagram Create a pros and cons list to help you decide what type of community you would like to live in! Use this activity to help you decide!pros and cons activity 1111 2222 3333 6666 5555 4444 Next My
Now that you know about urban, suburban, and rural areas, how they are alike and different, and pros and cons of each area, you need to make a decision. Where would you like to live? Take one of these quizzes Quiz Use the information you have discovered to help you decide: Where would you like to live?Where would you like to live? Rubric 1111 2222 3333 6666 5555 4444 Next Where would I like to live?
Play a Communities Game!Communities Game! Read a ComicComic How to read a map.map DrawDraw your community. WriteWrite about your community. Check these books out! The Little House by Virginia Lee Burton Town Mouse Country Mouse by Jan Brett 1111 2222 3333 6666 5555 4444 Next
BCPS CurriculumBCPS Curriculum: Unit: Unit One: Geography of Neighborhoods O-11 The student will analyze geographic characteristics of places around the world. KSI-A Identify natural/physical features and human–made features using maps and photographs. KSI-B Describe regions using climate, vegetation, animal life, and natural/physical features. KSI-C Classify regions using climate, vegetation, animal life, and natural/physical features. KSI-D Classify places as rural or urban. KSI-E Describe how geographic characteristics affect choices. Maryland State CurriculumMaryland State Curriculum: 3.0 Social Studies B. Geographic Characteristics of Places and Regions. Indicator: 1. Classify places and regions in an environment using geographic characteristics Objectives: a. Identify natural/physical features and human-made features using maps and photographs b. Describe and classify regions using climate, vegetation, animal life, an natural/physical features c. Classify places as rural and urban Common Core State StandardsCommon Core State Standards: RI2 CCR Anchor Standard- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas RI9 CCR Anchor Standard- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take RI10 CCR Anchor Standard- Read and comprehend complex literary and informational texts independently and proficiently Standards for the 21 st Century LearnerStandards for the 21 st Century Learner: 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life. 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0 : Use a variety of technologies for learning and collaboration. Grade: 2 nd Time Frame: 1-3 50 minute class periods Differentiation: Audio read-aloud is available. 2 different level quizzes. Students are able to print and handwrite responses. Learning Styles:Learning Styles: Visual, Auditory, Reflective, Global AVID Strategies: This lesson uses inquiry based learning and quick write. Notes to the teacher: It is recommended that students use headphones. Microsoft documents can be printed or copied to a teacher or student drop folder. This lesson may be implemented using printouts of the resources and an interactive whiteboard or printouts of the linked digital resources. Hard Quiz Easy Quiz This can also be tied into the 2 nd Grade Houghton Mifflin story Chinatown. Passwords for digital resources can be found on the BCPS intranet through the Office of Library Information Services. Last update: December 2011 Created by Lisa Caughey BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.Lisa Caughey http://questioning.org/module2/quick.html 1111 2222 3333 6666 5555 4444