Grade 2
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 6 days
Grade 02 Social Studies Unit 04 Exemplar Lesson 01: Where I Live
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to
customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs
of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet
students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson will address the physical and human characteristics of the local community. Students will build geographic
vocabulary as well as use map skills.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that
portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education
Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
2.5
Geography.
The student uses simple geographic tools such as maps and globes. The student is expected to:
2.5A Interpret information on maps and globes using basic map elements such as title,
orientation (north, south, east, west), and legend/map keys.
2.5B Create maps to show places and routes within the home, school, and community.
2.6
Geography. The student understands the locations and characteristics of places and regions
in the community, state, and nation. The student is expected to:
2.6A Identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps
and globes.
2.6B Locate places of significance, including the local community, Texas, the state capital, the
U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United
States on maps and globes.
2.6C Examine information from various sources about places and regions.
2.7
Geography. The student understands how physical characteristics of places and regions
affect people's activities and settlement patterns. The student is expected to:
2.7D Identify the characteristics of different communities, including urban, suburban, and
rural, and how they affect activities and settlement patterns.
2.8
Geography. The student understands how humans use and modify the physical environment.
The student is expected to:
2.8A Identify ways in which people have modified the physical environment such as building
roads, clearing land for urban development and agricultural use, and drilling for oil.
Social Studies Skills TEKS
2.18
Social studies skills. The student applies critical-thinking skills to organize and use
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 8 Grade 2
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 6 days
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
2.18D Sequence and categorize information.
2.19
Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
2.19A Express ideas orally based on knowledge and experiences.
2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Social Studies Unit 04 PI 01
Complete a map of the area around the school. Add labels, physical characteristics, and at least four human characteristics of place
(roads, stop signs, other buildings, etc.). Explain orally how these indicate ways people have modified the physical environment.
Standard(s): 2.5A , 2.5B , 2.8A , 2.19A , 2.19B
ELPS ELPS.c.3B , ELPS.c.3H
Key Understandings
Places and regions in the community have locations and characteristics.
— What are places in my community?
— How can I describe the location of places?
— What are characteristics of the local community?
— How can I examine information from different sources to learn about places and regions?
Vocabulary of Instruction
physical characteristics of place
human characteristics of place
Materials
Refer to the Notes for Teacher section for materials.
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Teacher Resource: Physical and Human Characteristics Sort
Handout: Six Communities
Resources
Books, brochures, websites, maps, and other items that would give students information about the local
community.
Advance Preparation
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 8 Grade 2
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 6 days
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Gather books, brochures, websites, maps, and any other items that would give students information about the
local community. Send home a letter to parents requesting that they look for and send in such materials.
6. Prepare materials and handouts as needed.
Background Information
Physical characteristics of place – the natural environment of a place
Human characteristics of place – the ways humans have altered a place
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of
learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance
Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the
Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Chalk Talk – Urban, Suburban, and Rural
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 50 minutes
1. Post three large pieces of black butcher paper with labels: Living in Materials:
the Country, Living in a Town, and Living in a Big City.
butcher paper, black, labeled Living in
2. Choose a community near you for each of the categories. For
the Country, Living in a Town, Living in
example: Living in a Big City (Houston).
a Big City
chalk
3. Divide students in three groups.
4. Give the students chalk to use to write on the black butcher paper.
Ask the students to silently write what they know about each of the
topics on the butcher paper. Students travel as a group, but work
independently. If what they want to write is already written, they can
“like” what is already written by putting a +1 next to it.
5. Allow each group about five minutes to write on the butcher paper
and then switch positions, allowing them to go to the next paper.
6. When they have rotated through all three charts, review what the
students have written. Ask students if there is anything else they
would like to add or if any of the information might need to be
removed or moved to another chart.
7. After the charts have been reviewed, add Urban, Suburban, and
Rural to each corresponding chart. Tell students that these are the
terms geographers use to describe the different areas in which
people live. Underneath the label, brainstorm about communities
that they have visited. Record responses under appropriate label.
These communities do not have to be in Texas; they can be places
that the students have visited, lived previously, or seen on
television.
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
Purpose:
Students activate their background knowledge of
urban, rural, and suburban communities.
TEKS: 2.7D; 2.18D; 2.19A, 2.19B
Instructional Note:
Choose an urban, rural, and suburban
community in your area to use in this
lesson.
Population density is a key
characteristic of settlement areas.
Rural areas have low population
density; urban areas have high
population density. Suburban areas are
residential areas within commuting
distance of an urban area. A town is
not necessarily a suburb. Towns with
population less than 50,000 are
classified as part of rural areas. Towns
page 3 of 8 Grade 2
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 6 days
with populations more than 50,000 are
categorized as urban areas.
EXPLORE
Suggested Day 2 – 50 minutes
1. Tell students that they are going to research the local community.
Give each student an index card on which to record information
about their community.
Materials:
2. Allow students time to look at maps, brochures, pictures, websites,
and newspapers about the local community.
3. Ask students to record what they learn about the community on
their index card. They can write about the kinds of jobs people
have, things people do for fun, types of land and landforms, and
anything else they can discover.
4. Then students can interview one another about the things they
have seen in their community.
pictures, maps, brochures, websites,
local newspaper, books and other
materials about the local community
chalk talk charts from previous day’s
activity
index cards
chart paper
TEKS: 2.6A, 2.6C; 2.7D; 2.8A; 2.18D; 2.19A, 2.19B
Purpose:
Students will acquire information about their local
5. After students have had time to research, students can share what community and then compare it to the Urban, Rural,
they have observed.
and Suburban charts made previously. This will also
6. Compile what the students have shared onto chart paper labeled
with the name of the local community.
prepare them for the next lesson when they will begin
to distinguish between physical and human
characteristics of place.
7. Compare the chart students have made about the local community
with the chalk talk posters from the previous day’s activities.
Looking at the attributes listed on the chalk talk posters as a class,
decide if your community is urban, rural, or suburban. Label the
community chart as urban, rural, or suburban.
Instructional Note:
Chamber of Commerce, travel destinations, and your
EXPLAIN – Physical and Human Characteristics
Suggested Day 3 – 50 minutes
1. Have students fold a regular piece of paper in half vertically,
creating a T-chart. On the top of the left side, write physical
characteristics (things in the environment made by nature). On the
top of the right side, write human characteristics (things in the
environment changed by humans).
Materials:
2. Give students the Handout: Physical and Human
Characteristics Sort for the T-chart.
3. Students need to cut out the pictures. After deciding if a picture is
a physical or human characteristic, glue it on the correct side of
the T-chart.
4. Have students check their work with a partner and make any
necessary changes.
5. Post the chart from the previous day, listing the descriptions of the
local community.
6. Present a T-chart made on chart paper, labeled Physical
Characteristics and Human Characteristics.
7. While looking at the chart created during the previous lesson,
students should categorize the descriptions of their community as
either physical or human characteristics.
local library are good resources for research
materials about your local community.
index cards from local community
research
local community chart
chalk talk charts
chart paper made into a T-chart
labeled physical characteristics and
human characteristics
Attachments:
Teacher Resource: Physical and
Human Characteristics Sort
Purpose:
Students begin to classify the characteristics of a
place as human or physical.
TEKS: 2.6A, 2.6C; 2.7D; 2.8A; 2.18D; 2.19A, 2.19B
Instructional Note:
If students struggle with the picture sort, check to see
if they understand what the picture represents.
8. Write as the students share their thoughts. As students share their
thoughts, have students explain their reasoning.
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 8 Grade 2
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 6 days
EXPLAIN – Urban, Rural, Suburban
Suggested Day 4 – 50 minutes
1. Divide students into six groups. Each group will be given a short
passage about a community. Students will read the passage and
highlight any mentions of physical and human characteristics.
Materials:
2. As a group, students will decide if the community they have read
about is urban, rural, or suburban.
3. Post three sheets of colored paper, one labeled Urban, one
labeled Rural, and one labeled Suburban.
4. One student from each group will write the name of their
community on the type of community that best matches their
assigned community.
highlighters
three sheets of construction paper
Attachments:
Handout: Six Communities
Purpose:
Students will read about a selected community and
then place it on the class chart under Urban, Rural,
or Suburban.
5. Students will trade passages. Students will check to see if they
agree with the placement of the previous group. Continue until
each group has read all of the passages.
TEKS: 2.6A, 2.6C; 2.7D; 2.8A; 2.18D; 2.19A, 2.19B
ELABORATE – Mapping the School
Suggested Day 5 – 50 minutes
1. Show students the rubric for the PI. Inform students that they will
be creating a map of the neighborhood around the school.
Materials:
2. Instruct students about behavioral expectations for the walk.
Review safety guidelines.
3. Remind students that they need to observe, photograph, or take
notes on four physical characteristics and four human
characteristics that they can include on the map.
4. Students review the physical and human characteristics charts
before going on the walk.
cameras
note taking materials
drawing materials
Purpose:
Students will observe the area around the school in
preparation from the PI.
TEKS: 2.3B; 2.6A; 2.8A; 2.19A, 2.19B
5. During the walk, monitor the students to make sure they are taking
notes or photographing what they see.
6. Walk around the perimeter of the school, allowing students to
gather needed information.
7. After the walk, students will meet in triads to compare notes.
Students can add, edit, or delete from their notes based on this
conferring.
8. If students have taken pictures, print them, project them, or pass
the cameras so all students can see.
EVALUATE – Performance Indicator ­ Mapping the school
Suggested Day 6 – 50 minutes
Performance Indicator
Grade 02 Social Studies Unit 04 PI 01
Complete a map of the area around the school. Add labels, physical
characteristics, and at least four human characteristics of place (roads, stop
signs, other buildings, etc.). Explain orally how these indicate ways people
have modified the physical environment.
Standard(s): 2.5A , 2.5B , 2.8A , 2.19A , 2.19B
ELPS ELPS.c.3B , ELPS.c.3H
1. Students create a map of the area around their school. Remind
students to use the rubric as a guide.
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 8 Grade 2
Social Studies
Unit: 04
Lesson: 01
Suggested Duration: 6 days
2. If students struggle, remind them to go back to their notes,
drawings, and photographs as a guide to their mapmaking.
Last Updated 05/06/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 6 of 8 Grade 2
Social Studies
Unit: 04 Lesson: 01
Physical and Human Characteristics Sort
Clip art courtesy of Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
©2012, TESCCC
04/12/13
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Grade 2
Social Studies
Unit: 04 Lesson: 01
Six Communities
Katy, Texas
Katy is a community near Houston, Texas. There are over 14,000 people in Katy.
Most families in Katy live in single family homes. Many people who live in Katy
drive to Houston each day to work.
Krum, Texas
Krum is a community north of Dallas, Texas. In Krum, there are sheep farms and
wheat fields and some farmers grow sorghum, a kind of grain. There are more
cows than people in Krum. Most families in Krum live in single family homes on
large parcels of land.
San Antonio, Texas
San Antonio is the seventh largest city in the United States with a population of
2.2 million people. Families live in single family homes and apartments. There
are many different places for people to work in San Antonio. One of the big
businesses in San Antonio is tourism. People travel to San Antonio to visit
special attractions and historical sites.
Bedford, Texas
Bedford is between Dallas and Ft. Worth, Texas. There are about 47,000 people
in Bedford. Families live in single family homes as well as some apartments.
Many people who live in Bedford drive into Dallas or Fort Worth to go to work.
Crane, Texas
Crane, Texas is near Midland- Odessa, Texas. Crane has a population of about
3,000 people. It is home to the only post office in the county. Families in Crane
mostly live in single family homes on large parcels of land. Some people in Crane
work in the oilfields, but many people drive in to Midland and Odessa to work.
El Paso, Texas
El Paso is in West Texas. It is near the border Texas shares with Mexico. Over
600,000 people live in El Paso. It is the sixth largest city in Texas. There are many
places to work and live in El Paso. There are factories, a military base, and
universities.
©2013, TESCCC
05/06/13
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