Assessment Photo AlbumSonya Mullin-Carpenter

Social Studies Grade 2

People Everywhere

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Unit OverviewIn this unit we will be learning about the different cultures of Maryland, the United States, and the world. You will learn that culture is more than the color of a person’s skin. You will learn culture has seven basic parts, and they are social organization, customs and traditions, language, arts and literature, religion, forms of government, and economic systems. Cultures also have sports they play, and things they do for entertainment that you will explore. You will discover that cultures can also have an impact on their natural resources. Last, you will learn that cultures can also persuade people’s thinking. You will use reading/language arts, math and science to completely explore the elements of culture. All you findings will come together in a final display board project, that will be displayed for your classmates, teachers, family and friends, and the community.

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Students will know…Social StudiesStudents will know the characteristics of culture and what parts of the world these cultures originate. Reading/Language Artsa)Students will know how to use informational text to research information about different cultures.b)Students will know how culture affects literature.c)Students will know how personal interests can come from their cultureWritingStudents will know how to write a persuasive essay.

Students will be able to…Social Studiesa)Students will be able to understand that culture is more than where someone comes from or the color their skin.b)Students will be able to understand that their culture and the cultures of others are important and need to be respectedc)Students will be able to discuss the differences and similarities of different cultures.Reading/Language ArtsInformational Textsa)Students will able to read and recognize informational text b)Students will be able to use functional documentsc)Students will be able to use personal interest materials to learn about their culture.Literary Textsd)Students will be able to understand various cultures, ethnicities, and time periods through the use of various literary texte)Students will be able to the various characteristics of fictional and nonfictional textsf)Students will be able to identify various types of fictional text (folktales, fairy tales, fantasy, fables, realistic fiction, and historical fiction)

Students will know…WritingStudents will know how to write a persuasive essay. MathematicsStudents will learn how to analyze data. ScienceStudents will learn how cultures can affect the environment.

Students will be able to…Writingg)Students will able to generate ideas and topics and make a plan before writing h)Students will be able to write a first draft with a main idea and supporting details i)Students will be able to organize related ideas into a simple paragraph Mathematics j)Students will able to collect data by conducting surveys or doing researchk)Students will able to collect data in tables l)Students will able to organize and display data to make pictographs using scales of 1:1 and 2:1 correspondence m)Students will able to organize and display data to make single bar graphs Sciencen)Students will be able to identify and describe that individual and group actions can extend the natural resources of the environment. o)Students will be able to Identify and describe that individual and group actions can limit the natural resources of the environment

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Second Grade State StandardsSocial Studies

Standard 2.0 Peoples of the Nation and WorldStudents will understand how people in Maryland, the United States and around the world are alike and different. Reading/Language ArtsStandard 2.0 Comprehension of Informational TextStudents will read, comprehend, interpret, analyze, and evaluate informational text. Standard 3.0 Comprehension of Literary TextStudents will read, comprehend, interpret, analyze, and evaluate literary texts. Standard 4.0 WritingStudents will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.

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Second Grade State StandardsMathematicsStandard 4.0 Knowledge of StatisticsStudents will collect, organize, display, analyze, or interpret data to make decisions or predictions. ScienceStandard 6.0 Environmental ScienceStudents will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

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Dear parents,Next week your child will begin a three-week project in social

studies, whereby they will be learning about cultures in Maryland, the United States, and the world. The project includes several subject areas such as math, science, reading, and language arts. Because there are so many subject areas and components to the project, your child will require your support. Therefore, I have included this questionnaire to determine the amount of support your child can receive at home, as school time and resources are very limited. Thank you in advance for your cooperation. Sincerely,Mrs. Carpenter

Letter to Parents

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Essential Questions

Social Studies1. What is culture?2. How are two cultural communities similar and different?3. How can different cultures contribute to the community?

Reading/Language Arts1. How do you know a text is informational?2. How do you know a text is literary?3. How do you begin to write a paragraph? What drafting strategies would you use?4. Why would you want to speak and write effectively?

Mathematics1. Why do we collect data?2. Why would you display data in different ways?3. How would you organize your data in order to place it a data display? Science1. How can a cultural group destroy a natural resource.2. How can a cultural group preserve or restore a natural resource.

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Tasks to Be Completed for Final Display Project

Summative Assessment Task #1 Have parent survey completed(see slide 11 pre-assessment)

Task #2 Complete Informational Text List(see slide 12)

Task #3 Complete literary text summary(see slide 14 for rubric formative assessment)

Task #4 Complete artifact inventory(see slide 15)

Task #5 Complete sports graph(see slide 17 formative assessment)

Task # 6 Complete natural resource poster(see slide 19 for rubric formative assessment)

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Tasks to Be Completed for Final Display Project

Task #7 Complete persuasive essay(see slide 20 for rubric formative assessment)

Task #8 Present final project(see slide 21 for rubric part of summative assessment)

Task #9 Critique projects of classmates(see slides 22 & 23 peer evaluation)

Task #10 Written Assessment(see slides 24 – 29 summativeassessment)

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Parent’s Survey1. What language is spoken in the home?

2. If English is not spoken in the home, will you need English translation?

3. Can you provide a cardboard display board? ($5 - $7)

4. Will you be able to devote at least two hours a week helping your child complete the project?

5. Is there a computer in the home the student can use?

6. Is there a printer in the home the student can use?

7. Are you familiar with word processing or spreadsheet software such as Microsoft Word and Excel?

8. Is there a library near the home? If so, do you have a library card?

9. What other cultures can be found in your neighborhood? For example, Filipino, Indian (not Native American), Native American, Korean, Japanese, Chinese, Vietnamese, Middle Eastern, African (directly from Africa) or European cultures such as French, German, British, Spaniards, Italian, etc. . If these cultures are found in your neighborhood, would you be comfortable asking them questions about their culture?

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Type of Text Used Name of Text Information Gathered

(example) magazine National Geographic Pictures of traditional dress

Informational Text List

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Rubric for Information and Literary TextReading Requirements

Standard: We will read, understand, and use informational text. Students will read, understand, and use literary texts.

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Use of Informational Texts

Uses 4-5 references such encyclopedias, magazines, non-fictional books, and websites

Uses 2-3 references such encyclopedias, magazines, non-fictional books, and websites

Uses 1 references such encyclopedias, magazines, non-fictional books, and websites

Use of Literary Texts Reads 2 books from a different culture

Reads 1 book from a different culture

Does not read a book from another culture

Rubric for Literary Text SummaryReading Requirements

Standard: We will read, understand, and use informational text. Students will read, understand, and use literary texts.

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Can retell the story using beginning, middle and end

Knows the characters of the story

Knows the problem of the story

Knows the solution of the story

Can retell the story, but skips some parts

Knows some of the characters of the story

Knows part of the problem of the story

Knows part of the solution of the story

Cannot retell story so that it makes sense

Knows only one character

Does not know the problem of the story

Does not know the solution of the story

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Artifact Inventory

Pictures(must have)

Books(must have)

Clothing Music Models

(example) #1 picture of native dress

(example) #1 “Ten Little Rabbits”

(example) #1 native head dress

(example) #1Loon Mountain & Moon

(example) #1 model of longhouse

Directions: Please number and describe all items in the inventory below (you do not have to have all items, but you do need pictures and books)

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Rubric for Artifact InventorySocial Studies Requirements

Standard: We will understand how people in Maryland, the United States and around the world are alike and different.

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Objects of culture 6-7 pictures from various aspects of culture such as clothing, people, buildings, foods, entertainment, houses, lands, rivers and forests/jungles

Has real things from culture such as clothing, music, books or models of houses or buildings

Includes a dance from a culture

4-5 pictures from various aspects of culture such as clothing, people, buildings, foods, entertainment, houses, lands, rivers and forests/jungles

Has at least one real thing from culture such as clothing, music, books or models of houses or buildings

3 or less pictures from various aspects of culture such as clothing, people, buildings, foods, entertainment, houses, lands, rivers and forests/jungles

Does not have real thing from culture such as clothing, music, books or models of houses or buildings

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cricket rugby croquet lacrosse soccer0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

800,000

Sports in the British Culture

Series 1

Sport

How

man

y pe

ople

like

the

spor

t

Example of Sports Graph

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Rubric for GraphsMath Requirement

Standard: We will gather, organize, display, explore, or understand data to make decisions or predictions in order to make different kinds of graphs

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Graph At least 3 sports are explored

Graph has a title x and y axis are

correctly labeled Units of measure

are even and clearly marked

Data is correctly displayed

Lines are drawn with a ruler

All parts of the graph are colored completely and neatly

At least 2 sports are explored

Graph has a title x and y axis are

correctly labeled Units of measure

are even and clearly marked

Data is correctly displayed

Lines are drawn by hand

All parts of the graph are colored, but not neatly

Only 1 sport are explored

Graph has a title x and y axis are

incorrectly labeled Units of measure

are uneven and clearly marked

Data is incorrectly displayed

Lines are drawn sloppy

All parts of the graph are colored incompletely and sloppy

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Rubric for Natural Resource PosterScience Requirement

Standard: Students will use scientific skills and processes to explain the interactions of environmental factors (living and non-living) and analyze their impact from a local to a global perspective.

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Natural Resource poster

•Effectively presented a way a natural resource can be extended and limited•Drawings are well defined (people look like people, trees look like trees)•Coloring is realistic and neat within the lines

•Effective presented a way a natural resource can be either extended or limited•Drawings are somewhat well defined (people may be missing body parts)•Coloring is somewhat realistic and some coloring falls outside the lines

•Did not effectively present a way a natural resource could be extended or limited•Drawings were not well defined (stick people)•Coloring is unrealistic (purple people) and scribbled for coloring

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Rubric for Persuasive EssayWriting Requirement

Standard: We will write in a variety of modes by knowing what to say, using special forms such as letters or essays, and selecting language appropriate for a particular audience and purpose such as persuasive language.

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Persuasive Essay Writes 2-3 paragraphs with a clear main idea, three supporting arguments with evidence, conclusion sentence restating the main idea

Writes 1-2 paragraphs with a clear main idea, three supporting arguments with evidence, conclusion sentence restating the main idea

Writes 1 paragraph with a unclear main idea, three supporting arguments but has no evidence, conclusion sentence that does not restate the main idea

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Rubric for Presentation of Display

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Presentation of Display •All members of group were presenters•All presenters memorized their presentation•All presenters spoke loudly and clearly•All presenter referred to their display board while presenting

•Some members of group were presenters•Some presenters memorized their presentation•Some presenters spoke loudly and clearly•Some presenter referred to their display board while presenting

•One member of group presented•Presenter read presentation• Presenters spoke softly and mumbled•Presenter did not referred to their display board while presenting

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Rubric for Critiquing for Student UseSocial Studies Requirements

Standard: We will understand how people in Maryland, the United States and around the world are alike and different.

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Objects of culture 6-7 pictures from various aspects of culture such as clothing, people, buildings, foods, entertainment, houses, lands, rivers and forests/jungles

Has real things from culture such as clothing, music, books or models of houses or buildings

Includes a dance from a culture

4-5 pictures from various aspects of culture such as clothing, people, buildings, foods, entertainment, houses, lands, rivers and forests/jungles

Has at least one real thing from culture such as clothing, music, books or models of houses or buildings

3 or less pictures from various aspects of culture such as clothing, people, buildings, foods, entertainment, houses, lands, rivers and forests/jungles

Does not have real thing from culture such as clothing, music, books or models of houses or buildings

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Rubric for Critiquing for Student UseMath Requirement

(3) Exceeds Expectations

(2)Meets Expectations

(1/0)Needs Development

Graph At least 3 sports are explored

Graph has a title x and y axis are

correctly labeled Units of measure

are even and clearly marked

Data is correctly displayed

Lines are drawn with a ruler

All parts of the graph are colored completely and neatly

At least 2 sports are explored

Graph has a title x and y axis are

correctly labeled Units of measure

are even and clearly marked

Data is correctly displayed

Lines are drawn by hand

All parts of the graph are colored, but not neatly

Only 1 sport are explored

Graph has a title x and y axis are

incorrectly labeled Units of measure

are uneven and clearly marked

Data is incorrectly displayed

Lines are drawn sloppy

All parts of the graph are colored incompletely and sloppy

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Written Assessment

1. Music is a part of culture.true false

2. There are no cultures in Maryland.true false

3. Name three parts of culture.

4. Name three different cultures.

5. In your own words define custom.

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Written Assessment6. The following can be part of a culture.buildingsfoodsdancesall of the abovenone of the above

7. The following are not part of a culture.animalsgamesfolkloreall of the abovenone of the above

8. The government of a culture can be ______________tribaldemocracymonarchyall of the abovenone of the above

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Written Assessment9. How a society behaves is a part of culture.

true false

10. A) Name you favorite part of culture. ____________________B) Explain why this is your favorite part of culture (use persuasive words to support your choice).

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Written Assessment

11. Informational text does not have pictures.true false

12. Name three types of informational text.

13. Poetry is not a form of literature.true false

14. Name three types of literature.

15. Persuasive text has arguments.true false

16. Persuasive text does not have evidence.true false

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Written AssessmentUse the following graph to answer the questions.17. Which sport is not liked more than cricket?

lacrossesoccer

rugbycroquet

all of the above

18. How many people like soccer? _________________

cricket rugby croquet lacrosse soccer0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

800,000

Sports in the British Culture

Series 1

Sport

How

man

y pe

ople

like

the

spor

t

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Written Assessment

19. Write in your own words what it means to extend a natural resource.

20. Write in your own words what it means to limit a natural resource.

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Student Scores

Assessment Score Reflection

Informational Text List

Literary text summary

Artifact inventory

Sports graph

Natural resource poster

Persuasive essay

Presentation of Final Project

Written assessment