Unit Title: Brooklyn Teacher: Adriana Candelas, Grade: 2
Hithia Shibuya, Hae Joo
Landmarks-The Window to Shon, Suhna Pi
Our Past, Present, and Future
Unit Description-We will explore 4 different Brooklyn Standards Addressed:
landmarks in literacy, math, history, social studies,
and science. We will also use different community Social Studies:
resources, children’s literature, the arts, and digital Standard 1: History of the United States and New York
technologies to enhance the authentic experiences the Students will use a variety of intellectual skills to demonstrate their
children gain through this unit. understanding of major ideas, eras, themes, developments, and turning
points in the history of the United States and New York.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their
understanding of the geography of the interdependent world in which
we live—local, national, and global—including the distribution of
people, places, and environments over the Earth’s surface.
Standard 1: Creating, Performing, and Participating in the Arts
Students will actively engage in the processes that constitute creation
and performance in the arts (dance, music, theatre, and visual arts) and
participate in various roles in the arts.
Standard 2: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials
and resources available for participation in the arts in various roles.
Mathematics, Science, and Technology
Standard 1: Analysis, Inquiry, and Design
Students will use mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose questions, seek answers,
and develop solutions.
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Standard 2: Information Systems
Students will access, generate, process, and transfer information using
Standard 3: Mathematics
Students will understand mathematics and become mathematically
confident by communicating and reasoning mathematically, by
applying mathematics in real-world settings, and by solving problems
through the integrated study of number systems, geometry, algebra,
data analysis, probability, and trigonometry.
Standard 4: Science
Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and
recognize the historical development of ideas in science.
Standard 5: Technology
Students will apply technological knowledge and skills to design,
construct, use, and evaluate products and systems to satisfy human and
Standard 6: Interconnectedness: Common Themes
Students will understand the relationships and common themes that
connect mathematics, science, and technology and apply the themes to
these and other areas of learning.
Standard 7: Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics,
science, and technology to address real-life problems and make
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and
understanding. As listeners and readers, students will collect data,
facts, and ideas; discover relationships, concepts, and generalizations;
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and use knowledge generated from oral, written, and electronically
produced texts. As speakers and writers, they will use oral and written
language that follows the accepted conventions of the English
language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically
produced texts and performances from American and world literature;
relate texts and performances to their own lives; and develop an
understanding of the diverse social, historical, and cultural dimensions
the texts and performances represent. As speakers and writers, students
will use oral and written language that follows the accepted
conventions of the English language for self-expression and artistic
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and
evaluation. As listeners and readers, students will analyze experiences,
ideas, information, and issues presented by others using a variety of
established criteria. As speakers and writers, they will use oral and
written language that follows the accepted conventions of the English
language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction.
Students will use oral and written language that follows the accepted
conventions of the English language for effective social
communication with a wide variety of people. As readers and listeners,
they will use the social communications of others to enrich their
understanding of people and their views.
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Enduring Understandings Essential Questions Subjects Integrated:
Students will understand that What can landmarks tell us about a
landmarks can tell us about the history, community? -History
culture and people of a community.
How does a landmark transform under -Art
Students will understand that as the changing communities?
communities change they can affect the -Science
way landmarks change. How does a landmark influence/affect
Students will understand how
landmarks can be beneficial and/or Why were these landmarks created?
costly to the local communities.
Students will understand that
landmarks are created due to the needs
and/or wants of the community.
Assessment: How will you know students
Day Sequence of Learning Experiences (Unit Map)
Intro to Brooklyn-KWL Chart: We will have a discussion about what the students We will assess students informally based on their
1 know and want to know about Brooklyn. We will save the “Learned about Brooklyn” responses during the discussion.
column to fill out during and at the end of the unit.
Overview of Brooklyn/Landmarks-Students will learn basic facts about Brooklyn and We will assess students through their reflection of
the four landmarks throughout a PowerPoint presentation and the use of Google Maps. what landmark they choose to research and what
Then, they will decide what landmark they want to learn about the most. they want to learn about it.
Read Aloud: Through Time: New York City Informal observation during the read aloud
Highlight the history of Brooklyn Bridge
Reason for building the bridge
Span of the bridge
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Comprehension: Comparing and Contrasting Informal observation through student participation
and individual work of the worksheet
Two pictures of Brooklyn Bridge in 1883 and present
4 Compare and contrast two images: what is same or different about the bridge and
around the surroundings
Complete worksheet: Brooklyn Bridge in 1883 and now
Science & Art: Building a bridge Informal observation through student’s work
Read Aloud: You Wouldn't Want to Work on the Brooklyn Bridge!: An Enormous
Project That Seemed Impossible
Discuss the structure of the bridge including anchorage, tower, suspension cables, and
Design a bridge using clay
Math: Measurement Informal observation through group and partner
work as well as formal observation on student work
6 Use real life objects to measure other objects
Use real life objects to make an estimation of the span of Brooklyn Bridge
Field trip: Brooklyn Bridge Informal observation through observing students
during the activity.
Students visit Brooklyn Bridge. They walk on the bridge from Manhattan side. The
class picks a place to seat. Each student picks a view that they are attracted to. They
will draw this view as an effort to attract future visitors to the Brooklyn Bridge
(similar to a PSA, but in sketch form).
Introduction to Prospect Park Zoo
-How the zoo was created (from a small menagerie)
8 A smartboard will be used to show students pictures of the small menagerie (paintings)
to the zoo now.
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Now that they learned the fundamental facts about the Prospect Park Zoo, as a class Students will have to choose a side and support their
we will look at a few articles from the 1890s-1900s about the zoo. Since the 1890s- side with clear evidence and explanation.
1900s was when there was a lot of conflict between those who supported the building “I support building the Prospect Park Zoo
of the zoo and those who were against it, the articles will show the different sides and because…”
arguments among the people.
“I do not support building the Prospect Park Zoo
9 Because this is a 2nd grade class and a lot of students may not be familiar with because…”
supporting and not supporting certain sides, we will make a class list like the following
to help them with their culminating activity. The teacher will collect their writing pieces and then
assess based on what they have written.
I Support… I DO NOT Support….
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On the 3rd day of this study, students will go on a field trip to the Prospect Park Zoo. They will fill in the “I Spy…” worksheet when they
Before the trip, the teacher will explain to the students that they will be asked to fill in return from the trip.
an “I Spy…” worksheet when they get back from the field trip, therefore to keep an
eye on things they thought were fascinating and interesting. On this worksheet, students will be asked to draw a
picture of what they liked and to write about what
they drew and why they thought it was interesting.
Through the “I Spy…” worksheet, as a class we will write down the animals and tally The worksheet they will receive will have questions
up all the animals that all the students liked. For example, if 5 students drew a gorilla, like, “How many more gorillas were there than
then there would be 5 tally marks. This will be done using the smartboard. After hippos? (Subtraction)” or “How many gorillas and
11 tallying up all the animals, the students will be asked to use their mathematical skills sharks are there all together? (Addition)”.
of addition and subtraction to do a worksheet.
(Teachers will have tallied up the worksheets
beforehand to make this worksheet for the students.)
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Now that the students have learned about the history and facts about the Prospect Park
Zoo, since they have visited the actual zoo, the students will now do a persuasive Students will be assessed when they hand in their
writing assignment. Students will be asked to write as if they lived in the community writing pieces on the 2nd day.
and they need to decide whether they support a new proposal suggested by their
Mayor. The proposal suggests the removal of the Prospect Park Zoo. As members of
the community, the students must write persuasive essays supporting their position.
Through their writing pieces, the teacher will be
Continuation of day 5. able to assess how well they are able to support their
13 position with appropriate supporting details.
Students will create posters that they would hang up around their community The outcome of their posters supporting their
supporting their opinions about the removal of the zoo. writing pieces.
Introduction to the Brooklyn Children’s Museum (BCM)/Green Movement: Students Students will be informally assessed through their
will be asked what they already know about the BCM and Green Movement. Then, discussion and will be formally assessed on their
we will go over basic facts and history of the BCM, as well as basic facts on the Green homework.
15 Movement using the BCM website and the Ollie’s World website. The homework
will be to go home and ask parents what they do at home or what they see being done
in their neighborhood to help the environment.
Diversity in Sustainability: What do we do to help the environment? Students will be assessed based on their responses
during math and during the discussion. They will
This will be a math and social studies lesson in which we create a class table and bar also be assessed based on the homework that they
graph of the amount of people who recycle, are energy efficient (turn off lights & bring in the next day.
electronics), use public transportation or walk, etc. at home using the information that
students were supposed to ask their parents the night before. Then, we will have a
discussion about how even helping the environment is different for everyone and we
will look at what the BCM does to be environmentally friendly (using their website).
We will also discuss the upcoming field trip and students will be told to bring in one
question about the BCM for the pre-field trip lesson the next day.
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Why visit the BCM?: We will listen to a few student questions about the BCM and Students will be assessed based on their questions
then students will visit the website individually in order to try and find the answer to about the museum.
17 their question. They will also write down 3 things they want to see or ask about at the
Field Trip to the BCM: Students will see the “It’s Easy Being Green” exhibit at the Students will be assessed based on their worksheets.
BCM. They will also have time to explore the rest of the museum, but will be given a
worksheet in order to answer their 3 questions and to write down 1 thing they would
do at home after seeing the “It’s Easy Being Green” exhibit. This worksheet could
contain drawings or sentences; whatever students are comfortable with.
Social Action: What did the BCM teach us? (2 day project) Students will be assessed based on their discussion
and their ideas for their initiative as well as their
After the field trip we will recap what happened and what students found interesting in creation that they present to the class.
an open discussion. Then, students will decide what “green” initiative they want to
19/ put into place in their house, neighborhood, or community and they will work with
20 their parents at home to create a plan of action for this initiative. This plan of action
can be presented in any way, shape, or form (i.e. model, written, poster, poem, song,
artwork, etc.) The next day students will present their initiative creations to each
Maps of present day Coney Island and past Coney Island (2 day lesson) Students will be assessed based on their discussion
about their prior knowledge and the Coney Island
Teacher will show past and present day maps of Coney Island to the class maps they create.
pointing out transportation lines, population, buildings, and vegetation.
Students will review with each other their knowledge on present day Coney
21/ Island and 1900’s Coney Island.
22 Students will create two maps of Coney Island. One map represents Coney
Island in the early 1900’s. The other map will represent present day Coney
They will include on the map transportation lines, population of people,
famous buildings, landmarks, and the amount of vegetation in the area.
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Social Justice Movement: Future of Coney Island Students will be informally assessed through
discussion and performance assessed through their
Teacher will introduce the term social justice to students in the classroom. Provide a presentation of their findings.
model of a report about social justice to the class about Coney Island. Ex: Affordable
Teacher will give five social justice topics to the students. They will use the internet
to find out more information about their topic and present to the class their findings
24 and their opinion on the social justice topic.
Second day: Continue Researching topics and writing up a report of their findings
stating their opinion on the topic. They will present it to the class.
Parent Speaker: Experience at Coney Island Students will be assessed through their memoirs on
Purpose: Parent’s will come to speak about favorite experiences at Coney Island.
This will help the children connect to a past Coney Island and have primary sources
25 about what life must have been like when their parents’ were younger around Coney
They will use these presentations to write their own memoirs or experiences at Coney
Island to pass down to future descendants.
(2 day lesson) Reflection on Brooklyn Landmarks Unit- Students will write, draw, Students will be assessed based on their choice of
26/ paint, create music, or drama to reflect on their favorite experience or landmark within reflection and presentation.
27 the unit. Then, they will present their expressions to the class.
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