Lauren Wiener

Tessa Buchanan, Riverheads Elementary

9/26/18, 2:15 PM
9/23/18

Community Changes Lesson Plan

A. TITLE/TYPE OF LESSON
Community Change Over Time, Social Studies, Grade 2

B. CONTEXT OF LESSON
For this lesson, we did no pre-assessments because this is completely new material for all
students. We will be working together as a class to learn the material. This activity is
appropriate for students to be learning because they have finished learning about what it
takes to be a productive citizen in a community and now they will learn how the changes
in communities changes how citizens must act and behave. The students will enjoy this
unit because they will be able to use creative thinking

C. LEARNING OBJECTIVES
Understand – what are the
broad generalizations the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)
Know – what are the facts,
rules, specific data the
students will gain through
this lesson? (These “knows”
must be assessed in your
lesson.)
Do – what are the specific
thinking behaviors students
will be able to do through
this lesson? (These will also
be assessed in your lesson.)

The students will be able to ● community: A place Use images of methods of

understand how communities
will change over time in
regards to: population,
transportation,
communication, and
innovations
where people live, work, communication and
and play transportation to describe
● innovation: Something important developments and
new or different innovations in United States
● communication: A way of history
sending information to
people
● transportation: A way of
moving people and things
from one place to another
● population: The number of
people living in a
community
● In United States history,
important developments
and innovations in
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/26/18, 2:15 PM
9/23/18
communication and
transportation have
occurred over time.
● The way people live today
is different from the way
people lived long ago.
● New inventions have led
to changes in buildings,
jobs, modes of
transportation, and
populations of
communities over time.

D. ASSESSING LEARNING
The students will create an image that demonstrates their knowledge of the changes in
their community in the past 100 years. They will include at least one innovation, one
form of communication, and one form of communication for each image.

E. RELATED VIRGINIA STANDARDS OF LEARNING

VA SS: 2.2 The student will demonstrate knowledge of the United States by describing
important developments and innovations in United States history, including
developments and innovations related to communication and transportation.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
● US Map link (Ms. W)
● Transportation/Communication/Innovation Sort (Students)
● Window Paper (Ms. W)
● Crayons/Colored Pencils (Students)
● Pencils (Students)

G. PROCEDURE
“Okay students, today we are going to continue learning about how communities are
constantly changing. Yesterday we read “Little House” and learned about how the community
around a house can change a lot over a period of time. Today, let’s start out by looking at these
maps of the United States. On these maps, the dark brown shows where states are located.
Overtime people began to move westward. What are some things that you think helped people to
move westward?
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/26/18, 2:15 PM
9/23/18
Today we are going to be reading a book that has no words! It is up to you guys to help me
figure out what this book is trying to tell us. I will be asking you questions along the way to
make sure we are on the same page.

Discussion of “The Window”

● Page 1
○ “What do you see?”
■ Mom and Baby looking out the window at the wilderness
○ “Do you see any forms of transportation? Communication? Innovations?
■ Shed
● Page 2
○ “What do you see?”
■ Cleared field
○ “Do you see any forms of transportation? Communication? Innovations?
■ Clothesline, Shed, fence, etc…
● Continue throughout the entire book discussing the changing views and
technology
● As you read, make a list of innovations, communications, and transportation as a
class
● Go back to the beginning and show the difference of the first page and the page
with the moving truck
○ Wilderness has developed into a large city/community
○ “How has the population changed?”
○ “How has the community changed?”
“Now we are going to be creating our own windows. You are going to draw the view from your
house now and then create what you think it would have looked like at least 100 years ago. You
can choose any view from your house to draw but you MUST use the same view for both
pictures. You have to include a mode of transportation, a means of communication, and an
innovation for each window. So for example, in today’s picture you would add a car on the street
or an airplane flying by. You could also add a cellphone, a laptop, or any other way that we
communicate. What are some ways we communicate today? If you need help remembering what
to include in your pictures, look at the list we made together and you can use your sort from
yesterday to know how to draw the items.

● Get out crayons, colored pencils, and pencils. You cannot use markers on this
assignment.
● Pass out papers
● Walk around and help students as they are working. Answer any questions that they may
encounter as they are working
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/26/18, 2:15 PM
9/23/18
● If students finish early, have them flip their paper over and begin working on a view for
the future.
● Have students clean up and put all supplies away except for their drawings
● At the end of the lesson, have a few students share their drawings under the document
cameras highlighting what they included

H. DIFFERENTIATION
To support the needs of all students in the classroom, the students will be able to choose
the view from their house that they want to draw. They will not be limited to a certain
view, say from their bedroom. If the students are having trouble with this assignment, I
will tell them to draw draw what they see out of the classroom window. They will then
use their imagination to draw what the view would have been in the past. To help guide
the students, we will have discussed the modes of transportation, communication, and
common innovations of the past. The students will also be able to use their
innovation/communication/transportation sort from the previous day so that they may
model their drawings after real objects of the past.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
One thing that could go wrong with this lesson is that the students may not understand
how to drive the two separate views, especially the ones where they have to use their
imagination. While I hope the students draw two pictures from the same view point, I
will accept their work as long as they are accurate and have the required elements. I hope
to alleviate this potential issue by using the book as an example.
Lauren Wiener
Tessa Buchanan, Riverheads Elementary
9/26/18, 2:15 PM
9/23/18