10/10/2017 OneNote Online

Year Long Overview: Second Grade Social Studies

Thursday, April 6, 2017 11:59 AM

Time Frame Unit and Overarching Learning Assessments and Student Products
Essential Targets/Standards
Questions
September Classroom Who are you? Building a criteria about what makes
Community: What is your role here? a community a community We will
Second What makes you special? refer back to this all year
Grade What do you have in common Product: Pamphlets about our class
with your classmates? and presentations to parents
October School Who are the important people Students choose an area of focus
Community: in our school? and follow through with initiatives
Epiphany Why is second grade about improving our school
School important? videos, presentations, etc.
How can our school get better?
How can students make a
difference?
November City Letter writing Field Trip to Pike Place Market
End of Nov Community: Brainstorm parts of our city
presentations Seattle Researching Research project on assigned part of
the city (parks and lakes, important
Presentation business, sports teams, etc.),
Presentation to parents and faculty
Editing in a museum type setting, letters
written to someone important
within their assigned area (Mayor,
Parks Department, museum, etc.)
December Home Similarities and differences Visual portfolio including: Family
Community: tree, personal crest, narratives
My Family Timelines about traditions, room mapping,
and Me family interview
Interviewing

Symbolism
January US Pathos, Ethos, and Logos Short persuasive speeches about
Community: Persuasive writing why people should go to their state
States using facts from their research,
Compare and contrast posters of their state, parent
museum and presentations again
Presentation museum style A visitors center

February/March Economics Supply and Demand Students take formative

Goods and services
Producers and consumers
Assembly line, overhead,
wages, profit, import/export,
resources, manufacturing,
advertising, etc.
April/Beginning World Compare and contrast
of May Community:
assessments throughout then they
write a business plan, apply for a
loan, buy supplies (from us), market
their product, and manufacture
their original product. We hold a
market where families and all
students are invited to shop for
goods (money provided by us).
Finally students figure out if their
business was ultimately profitable
and reflect on their experiences.
Physical portfolio Students will
make a personal a sarcophagus that

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Egypt Past Timeline is covered in symbols they have
and worked on, hieroglyphics on
Present Presentation handmade papyrus, a cartouche,
poetry, etc. They then write a
speech explaining what they have
made and its significance. This is
presented to their 1st grade
buddies.
May/EOY Animal How students actions effect Students research bees via articles
Community: others and online tools. As a class we
What is decide on a few major factors. Then
killing the Even kids can make big each student chooses one area to
bees? differences work together with a group to solve
within our community. In the past
Comparing and contrasting students have planted pollinating
communities flowers, made signed for neighbors
about killing bees, etc.
Historical impacts

Advocacy for animals

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