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Integrated Curriculum and Instruction Design Inquiry Based Learning

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									                   Integrated Curriculum and Instruction Design: Inquiry-Based Learning
                                                          Author: Ann Miller
                 Contributing Authors: Renee Harrawood, Rose Breidenbaugh, Rhonda Priest, Terri Roberts & Kathy Schaefer
                                               Title: Communities         Grade Level: 2
         Goals/Standards: (#’S)                          CONTEXT                                                CONTENT
                                                    Engaging the Learner                               Teaching and Learning Events*
State Goal 17: Understand world
                                             Small groups are dispersed to          Before the unit is introduced:
geography and the effects of geography
                                            different classrooms throughout the      Mini lesson on finding “features” of a non-fiction book.
on society, with an emphasis on the
                                            school for a short time to               Mini lesson on identifying important information (Main
United States.
                                            experience an unfamiliar place as           Idea) using features of a text.
Standard C. Understand relationships
                                            one would when they arrive into a
between geographic factors and society.                                              Mini lesson to help students identify thin and thick
                                            new community. A matching game
     Compare and contrast two different    will follow.
                                                                                        questions (QAR: Question and Answer Relationships)
        communities and locate places                                                   using a pre-selected nonfiction book.
        within the community.                                                       Introduction of the unit:
                                              Students will receive a letter from
     List, describe and locate the                                                  Opening Activities identify essential questions and current
                                             the mayor stating that new families
        recreational opportunities in one’s  moving into the area surrounding
                                                                                        thinking about communities regarding location, recreation,
        community.                                                                      community workers and economy. Gather factual information
                                             our school are in need of
     Describe the occupational              information concerning our
                                                                                        using the Community Resources worksheet.
        responsibilities of various          community. Families want to             Vocabulary Activity—Closed Word Sort and Anticipation
        community workers.                   know what opportunities for                Guide. Assess Closed Word Sort. (1)
     Analyze economic factors which         employment, recreation, and             Mini lesson: making connections. Help students look at
        influence one’s community.           shopping are available.                    their community with “new eyes.” Students will share
State Goal 1: Read with understanding                                                   factual information about their community categorized
and fluency.                                  Use wrapped nesting boxes to              into jobs, recreation, location and economy and then
Standard A: Apply word analysis and          demonstrate the connection                 summarize the information in each category. Students
vocabulary skills to comprehend              between the Earth, Continent,              continue investigating communities by reading non-fiction text
selections.                                  Country, State, City.                      and exploring the social studies theme.
Standard B: Apply reading strategies to                                              Mini lesson to determine what information is important in
improve understanding and fluency.                 Final Team Performance                            Individual Student Assessments
Standard C: Comprehend a wide range of Students will create a “Welcoming                  (1) Assess Closed Word Sort by tracking words
reading materials.                          Kit” that contains a brochure, map,           (2) Compare and contrast an urban and rural community.
State Goal 3: Write to communicate for welcoming letter and artifacts of their            (3) Locate specific sites on a map. Or Given blank
a variety of purposes.                      community.                                        maps, students will locate five community services.
Standard A: Use correct grammar,                                                              Use a pre and post test to record growth.


       = outcome is assessed
       (Number refers to assessment)
                    Integrated Curriculum and Instruction Design: Inquiry-Based Learning
                                                           Author: Ann Miller
                  Contributing Authors: Renee Harrawood, Rose Breidenbaugh, Rhonda Priest, Terri Roberts & Kathy Schaefer
                                                Title: Communities         Grade Level: 2
          Goals/Standards: (#’S)                         CONTEXT                                           CONTENT
spelling, punctuation, capitalization and          Engaging the Learner               a non-fiction book.
structure.                                                                         Mini lesson on visualizing from a non-fiction book with a
Standard B: Compose well-organized                                                  vivid description of one type of community.
and coherent writing for specific                                                  Watch video How Communities are Alike and Different and
purposes and audiences.                                                             read Town Mouse/Country Mouse to compare/contrast two
Standard C: Communicate ideas in                                                    communities using a Venn Diagram. (2)
writing to accomplish a variety of                                                 Mini lesson on using a Concept Definition Map to
purposes.                                                                           understand vocabulary terms. Apply geometric concepts
State Goal 5: Use the Language Arts                                                 using Solid and Flat Shapes in our Community.
to acquire, assess and communicate                                                 Use a map key. Identify a compass rose. Apply map skills.
information.                                                                        Identify the directions N (North), S (South), E (East), and W
Standard A: Locate, organize, and use                                               (West). Distinguish between residential, business and
information from various sources to                                                 industrial areas. The students will learn how to read a map
answer questions, solve problems and                                                and distinguish between residential, business and industrial
communicate ideas.                                                                  areas. Students are given a map of the school and guided to
State Goal 9: Use geometric methods                                                 find specific areas. The students are then given a blank map
to analyze, categorize and draw                                                     of the school and have to label specific areas of the school.
conclusions about points, lines, planes                                             (3) Students can relate directions to their home by completing
and space.                                                                          What’s Around My House.
Standard A: Demonstrate and apply                                                  Mini lesson on inferring from a non-fiction book.
geometric concepts involving points,                                               Given a map, label specific sites as they are discovered in the
lines, planes and space.
                                                                                                       Individual Student Assessments
                                                  Final Team Performance              (4) Teachers should create a rubric that measures student
                                                                                          ability in areas such as correct ending punctuation,
                                                                                          spelling of high frequency words correctly, and
                                                                                          capitalization. Students should include specific facts
                                                                                          about the community workers’ tasks, tools, and education
                                                                                          required. Using a rubric, teachers will evaluate the
                                                                                          students’ speaking ability while role playing.

       = outcome is assessed
        (Number refers to assessment)
             Integrated Curriculum and Instruction Design: Inquiry-Based Learning
                                                    Author: Ann Miller
           Contributing Authors: Renee Harrawood, Rose Breidenbaugh, Rhonda Priest, Terri Roberts & Kathy Schaefer
                                         Title: Communities         Grade Level: 2
   Goals/Standards: (#’S)                        CONTEXT                                                CONTENT
                                             Engaging the Learner          unit. Start at the school. Label specific sites on a map (3a).
                                                                          Brainstorm recreational opportunities in students’ community.
                                                                           Divide into groups and create posters or a quilt advertising each
                                                                           facility. Locate and label these on the map.
                                                                          In groups of two, research different community workers and
                                                                           complete the Community Worker’s Worksheet. Create a
                                                                           written report and then role play the occupation (4).
                                                                          In groups of two, create a map to show the location of the
                                                                           community worker’s job. Create a 3-D model of the building
                                                                           that the community worker works in.
                                                                          Read “Arthur’s Pet Business” by Marc Brown. Discuss the
                                                                           terms “goods” and “services.” As a class, decide if the
                                                                           community workers provide a good or a service.
                                                                          Demonstrate using play money how a worker’s wages are
                                                                           distributed (i.e. taxes, bills, recreation). Identify workers. Set
                                                                           up groups of workers in areas of classroom. Distribute play
                                                                           money to goods area and private professional group. Taxes are
                                                                           paid to government group who pays teachers, police, firemen.
                                                                           Teacher uses “Event cards” to represent life’s challenges and
                                                                           rewards. Given a blank web, students will show the use of
                                                                           money distribution. (5)
                                                                          Design a future business for the town.
                                                                          Reinforce concepts learned about the community and
                                            Final Team Performance                        Individual Student Assessments
                                                                             (5) Given a blank web, students will show the use of money
                                                                            distribution.




 = outcome is assessed
 (Number refers to assessment)
             Integrated Curriculum and Instruction Design: Inquiry-Based Learning
                                                    Author: Ann Miller
           Contributing Authors: Renee Harrawood, Rose Breidenbaugh, Rhonda Priest, Terri Roberts & Kathy Schaefer
                                         Title: Communities         Grade Level: 2
   Goals/Standards: (#’S)                         CONTEXT                                          CONTENT
                                            Engaging the Learner             community workers by playing Community Bingo Helpers and
                                                                             Community Bingo Places.
                                                                            Mini lesson on synthesis. Students will share why their
                                                                             community is important to them.
                                                                            Bibliography and Resources




                                           Final Team Performance                       Individual Student Assessment




 = outcome is assessed
 (Number refers to assessment)

								
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