Roselle Schools - Polk Elementary School

SOCIAL STUDIES CURRICULUM GUIDE GRADE 2
Objectives	Core Curr. Content Standards	Instructional Activities	Assessment (Cross-curricular) (Multi-cultural)	Resources	GEPA HSPA Terra Nova
Lesson 1 The student will be able to: * Learn to use the desk map and map markers.	6.3 6.4 6.5 6.7 6.8	Looking at a Community (P. B1.) Explain that side B1 of the desk map shows a community, side B2 shows the area around the community. Demonstrate the use of the map marker. Show how marks can be cleaned off with a tissue.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Maps (sides B1 & B2) Map Marker
* Identify places on the desk map.		Have students look at B1. Make a list of items that can be learned about the community from the map.
* Locate places on the desk map.		Point to each item on the list and have students mark it on the map. Special Education: - Buddy system, enlarge materials, verbal responses vs. written, shorten tasks, structured & well sequenced tasks.
* Locate and label places on the desk map.		(P. B2.) Each student uses desk map B1 to find the school. Label it with an "S." Repeat procedure with library (L), toy store (T), and park (P).		Desk Map Map Marker
Lesson 1 The student will be able to: * Locate and number specific streets on the desk map.	6.3 6.4 6.5 6.7 6.8	Looking at a Community Locate and circle First to Sixth Street on the desk map. Put a "1" on First Street, "2" on Second Street, etc.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map Map Marker
* Hypothesize about names of streets.		Ask students why they think the streets were named First, Second, etc. Read the names of other streets and ask how they may have been named. Students turn map over to side B2 and put an "S" on the school. Have them name streets on B2 and talk about how they were named. Special Education: - Buddy system, co-op groups.
* Compare the community on the desk map with his/her own community.		(P. B2.) Using side B1 of the desk map, have students mark a "Y" near places that they would find in their own community and an "N" by places that would not be found. Compare "Y’s" and "N’s". Discuss how communities are the same and how they are different.		Desk Map Map Marker
* Compare street names on the desk map with his/her own community.		(P. B3.) Have students circle any street names on Map B1 that can be found in their community. Review that in many ways communities are the same. Special Education: - Buddy system, enlarge materials.
Lesson 2 The student will be able to: * Define community.	6.1 6.4 6.5 6.6 6.7 6.8	Community Groups (P. B4.) Students use side B1 of desk map. Write "Community" on the board. List names of places on the board and have students mark each one with an "X" on the map. Ask what else communities have besides places. Write "People" on the board next to "Places." Summarize by emphasizing that communities are made up of people and places. (P.B4.) Write "Families" on the board. Explain that families are important community groups. Special Education: - Preferential seating, enlarge materials, buddy system, co-op groups.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map Map Marker
* Identify families as community groups.
* Name family members.		(P. B4.) Write "Families" on the board. Have students list what they think a family is. Write "Family Members" on the board and have children name them, such as: mother, father, grandmother, etc.
* Draw a picture of family members.		(P. B5.) Each student labels his paper My Family Group. Students draw family members and label each member. Special Education: - Large crayons.
Lesson 2 The student will be able to: * Name characteristics of families.	6.1 6.4 6.5 6.6 6.7 6.8	Community Groups (P. B5.) Use drawings from previous activity and ask how families are alike and different. Special Education: - Venn diagram.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map Map Marker
* Use the desk map to identify other groups to which family members belong.		Use desk map B1. Have students pretend they live in the community and mark an "X" above their house or apartment. Ask students what other groups they belong to. Suggest school as another group. Have them draw a route from their home to school. Do the same for other family members. Emphasize that families also belong to other groups. Special Education: - Buddy system, graphic organizers.
* Collect information and complete a graph.		(P. B6.) Use Activity Sheet 2-III for each student to complete a graph titled Birthdays in Our Class.		Activity Sheet 2-III: Groups at School
* Use the graph to compare groups.		Ask in which months are the most birthdays and fewest birthdays. Special Education: - Buddy system, highlight important information.
Lesson 3 The student will be able to: * Identify basic needs.	6.1 6.4 6.5 6.6 6.7 6.8	Meeting Our Needs & Wants (P. B7.) Explain that our basic needs are food, clothes and shelter.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 3-I Desk Map Map Marker
* Classify basic needs.		Use Activity Sheet 3-I to have students classify various pictures as food, clothing or shelter.
* Distinguish between wants and needs.		Use left over pictures from previous activity (dog, computer, roller skates) and identify them as "wants." Special Education: - Buddy system, Venn diagram (needs vs. wants).
* Review needs and wants.		(P. B8.) Review basic needs and wants.
* Locate places to meet needs and wants on a desk map.		Hand out desk maps on side B1. Students use markers to put an "H" on a home, "F" on a place to get food, "C" for a place to get clothes, "P" for a place to play, and "H" on another home. Discuss whether each place meets a want or need.
* Distinguish between wants and needs.		Discuss that shopping for a dress might meet a need (school dress) or a want (party dress). Use other examples. Explain that a thing can be a want and a need at the same time. Special Education: - Buddy system, Venn Diagram, enlarge map, structured & well sequenced tasks.
Lesson 3 The student will be able to: * Review basic needs and classify places on desk map that meets them.	6.1 6.4 6.5 6.6 6.7 6.8	Meeting Our Needs & Wants (P. B8.) Write "needs" on the board. Have students name & explain the three basic needs. Hand out desk maps & markers. Have students put an "F" on places to get food, "C" on places to get clothes, and "H" on places that could be a home. Ask students why they think there are more homes than places to get food or clothes.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map Map Marker
* Review wants and classifying places on desk map that meets them.		Review definition of a want. Have students put a "W" on places on the desk map B1 where wants could be met.
* Compare places on desk map with his/her own community.		Discuss similarities in places to get food; clothing; and homes on desk map with the student’s own community. Special Education: - Buddy system, co-op groups, modeling, preferential seating.
Lesson 3 The student will be able to: * Identify how he/she meets his/her needs.	6.1 6.4 6.5 6.6 6.7 6.8	Meeting Our Needs & Wants (P. B9.) Write "Homes" on the board. List the different kinds of homes the students live in. Graph the results. Write "Foods" on the board. Students divide their paper into four parts, labeling sections "meat", "milk", "fruit/vegetables", and "cereals." Each student draws a favorite example of each food group. Write "Clothes" on the board and list different materials that clothes are made from.		Primary S.S. Skills, Level B, Nystrom, 1989
* Summarize needs and wants.		Write "Needs" & "Wants" on the board. Write a class story about needs & wants by having students dictate sentences. Special Education: - Enlarge materials, Venn diagram, co-op groups.
Lesson 4 The student will be able to: * Use left & right to locate places on the desk map.	6.7 6.8	Locating Places (P. B10.) Hand out desk maps side B1. Students draw a line from top to bottom along Third Street. Have students put an "L" in the middle of the upper left margin and an "R" in the middle of the upper right margin. Find the school and draw a circle around it. Ask is it on the left or right side of the map? Put an "R" on it. Repeat this with the city hall, gas station and train station. Special Education: - Use ruler, buddy system.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map Map Marker
* Use a grid to locate places on the desk map.		Have students make a grid on the desk map following directions on p. B11.		Desk Map Map Marker
* Use a grid to locate places in the classroom.		(P. B12.) Use string to divide the classroom into four parts. Label the length "A", "B", and the width "1", "2." Have them name the location of a variety of items in the classroom by using the grid. Special Education: - Buddy system.
Lesson 5 The student will be able to: * Count the numbers of blocks to measure distance.	6.1 6.4 6.7 6.8	How Far Is It? Define a block. Hand out Activity Sheet 5-I. Use directions on p. B13 to instruct students on counting blocks to measure distance.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 5-I
* Count the number of blocks to measure distance on the desk map.		Have students use desk maps. Using directions on p. B14, instruct the students on the procedure outlined to count blocks to measure distance on the desk map. Special Education: - Co-op groups, structured & well sequenced tasks.		Desk Map
* Identify street signs & related rules.		(P. B14.) Hand out Activity Sheet 5-III. Discuss each street sign.		Activity Sheet 5-III
* Identify street signs & their meanings in his/her own community.		(P. B15.) Have students name street signs that are located within a block or two of their school.
* Demonstrate mastery of concepts taught in Lessons 1-5.		Hand out Review 1. Follow directions on p. B16 to administer test. Special Education: - Buddy system, shorten tasks, clear instructions.	Review 1	Copies of Review 1
Lesson 6 The student will be able to: * Recognize that the globe is a model of the earth.	6.7	North & South (P. B17.) Hold up a globe & ask students what they know about it. Responses should focus on: a globe is a model of the earth, round like the earth, shows land & water areas of the earth.		Primary S.S. Skills, Level B, Nystrom, 1989 Globe
* Identify the cardinal directions north & south.		(P. B17.) Hold up globe. Explain that anything that moves toward the North Pole is moving in the direction called north. Move your finger to the South Pole & explain that south is the opposite direction of north. Special Education: - Co-op groups		Globe
* Use north & south as directions on a globe.		(P. B17.) Give each student an opportunity to hold the globe & identify the poles & north & south as directions.		Globe
* Identify up & down as directions.		(P. B17.) Explain that up means going away from the center of the earth & that down means going toward the center of the earth.		Globe
* Identify land & water areas on a globe.		(P. B18.) Point to the blue area on the globe & ask students what it stands for. Repeat for land areas. Special Education: - Use mnemonic devices (w/e - west/east).		Globe
Lesson 6 The student will be able to: * Label & color a drawing of the earth.	6.7	North & South (P. B18.) Hand out Activity Sheet 6-IB. Have the students color the water blue. Have them choose another color for land. Label North & South Poles. Make an arrow pointing north on the first drawing and an arrow pointing south on the second one.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 6-IB
* Compare a globe to the desk map.		(P. B19.) Hand out desk maps. Hold up globe. Explain that even through they are different, they both show the earth or part of the earth. Special Education: - Co-op groups.		Globe Desk Map Map Marker
* Label north & south on the desk map & identify them as directions.		(P. B19.) Hand out desk maps. Have students put an "N" for north on the far edge of the map and an "S" on the close edge. Have students draw an arrow from the shoe store to the post office. What direction are you going? Make an "N" next to the arrow. Repeat for city hall to supermarket and school to the gas station. Special Education: - Modeling, ruler, buddy system, clear & well sequenced tasks.		Desk Map
Lesson 6 The student will be able to: * Label & identify north & south in the classroom.	6.7	North & South (P. B20.) Label north & south on the appropriate classroom walls. Ask students which direction they would have to go to move between two objects in the classroom. Items should be placed directly north & south. Special Education: - Modeling, ruler, buddy system, clear & well sequenced tasks.		Primary S.S. Skills, Level B, Nystrom, 1989
Lesson 7 * Identify the cardinal directions east & west.	6.7	East & West (P. B21.) Draw an arrow pointing north & south on the board. Add an arrow pointing to the east & label it. Repeat for west. Special Education: - Ruler.
* Use east & west as directions on a globe.		(P. B22.) Hold up a globe. Move your finger on the surface of the globe to indicate east & west. Let students take turns holding the globe & moving their fingers east to west.		Globe
Lesson 7 The student will be able to: * Label & identify cardinal directions on the desk map.	6.7	East & West (P. B22.) Hand out desk maps B1. Students label "E" and "W." Use questions on B22 to help students get used to using east & west on the map.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map Map Marker
* Use cardinal directions to name locations on the desk map.		Help students get used to using cardinal directions to name locations by asking questions on p. B23.		Desk Map
* Label & identify east & west in the classroom.		(P. B23.) Label east & west on the appropriate classroom walls. Ask class which direction they would have to go to move between two objects in the classroom. Objects should be placed directly east & west. Special Education: - Use mnemonic devices (w/e - west/east).
* Use cardinal directions.		Hand out as 7-III. Follow directions on pp. B23-24 to help children complete the worksheet. Special Education: - Structured & well sequenced tasks.		Activity Sheet 7-III
Lesson 8 The student will be able to: * Identify goods.	6.1 6.4 6.5 6.6 6.7 6.8	Goods & Services (P. B25.) Hand out Activity Sheet 8-I. Explain that the pictures on the Activity Sheet Part I show goods. Goods are things people need or want.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 8-I
* Identify services.		(P. B25.) Use Activity Sheet 8-I Part II. Have students identify the worker in each picture. Explain that all of the people help us by providing services.		Activity Sheet 8-I
* Name places where people get goods & services.		(P. B25.) Have students look at Activity Sheet 8-I Part I & tell where they could get the goods pictured. Have them look at Part II & tell where each of these people would be providing services. Special Education: - Co-op groups, verbal prompts/guided questions, minimize info.		Activity Sheet 8-I
* Use the desk map to identify where to buy goods.		(P. B25.) Have students use the numbers from the pictures on Activity Sheet 8-I Part I to mark the buildings on the desk map where these goods could be purchased.		Desk Map B-1 Activity Sheet 8-I
Lesson 8 The student will be able to: * Use the desk map to identify where people who provide services work.	6.1 6.4 6.5 6.6 6.7 6.8	Goods & Services (P. B26.) Have the students use the numbers on the pictures on the Activity Sheet 8-I Part II to mark the buildings where those people work.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map B1 Activity Sheet 8-I
* Use the desk map to distinguish between people who provide goods & people who provide services.		(P. B26.) Explain that the people who provide goods are the workers who grow or make the items. People who sell goods provide a service. Special Education: - Venn diagram, co-op groups.
* Draw routes using cardinal directions.		(P. B26.) Each student chooses a home on the desk map & marks it with an "X." Following instructions on p. B26, they will draw a route from their home to a place where someone in the family works.		Desk Map Side B1
* Discuss how people depend on each other for goods & services.		(P. B27.) Have students identify family members who provide goods & services. Talk about what they do & how others depend on them. Special Education: - Verbal prompts/guided questions, enlarge materials, co-op groups, buddy system.
Lesson 8 The student will be able to: * Distinguish between making & using things.	6.1 6.4 6.5 6.6 6.7 6.8	Goods & Services (P. B27.) Have students circle the factory on the desk map. Discuss what might be made in the factory. Discuss where these items might be sold & who might use them. Draw a route from the factory to store to home. Special Education: - Verbal prompts/guided questions, enlarge materials, co-op groups, buddy system.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map Side B1
Lesson 9 * Identify features on desk map B2.	6.7	Natural & Cultural Features (P. B28.) Hand out desk maps side B2. Have students follow directions on p. B 28 to mark locations on map.		Desk Map
* Compare features on desk map B1 & B2.		(P. B28.) Have students work in pairs to compare both sides of the desk map. B2 shows a little part of B1.		Desk Map
* Identify natural features & locate on a desk map.		(P. B29.) Use Activity Sheet 9-II A/B to show mountains, hills, plains & rivers as natural features of a map. Have students locate & mark these features on desk map B2. Special Education: - Verbal prompts/guided questions, shorten tasks, structured & well sequenced tasks.		Activity Sheet 9-II A/B Desk Map
Lesson 9 The student will be able to: * Locate cultural features on the desk map.	6.7	Goods & Services (P. B29.) Define cultural features on a map as things that are put there by man. Use Activity Sheet 9-II A/B to find 2 cultural features: a street & a home. Use desk map B2 to have students differentiate between natural & cultural features.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 9-II A/B Desk Map
* Identify natural & cultural features in his/her own community & write a class paragraph about each.		(P. B30.) Have students make a class list of natural & cultural features. Talk about which can be found in your own community. Have the class dictate a paragraph about natural & cultural features in your own community. Special Education: - Venn diagram, co-op groups, tape recorder.
Lesson 10 * Name & draw kinds of transportation.	6.4 6.6 6.7 6.8	Transportation (P. B31.) Have students name kinds of transportation. List on board. Have students draw one kind of transportation.
Lesson 10 The student will be able to: * Classify kinds of transportation.	6.4 6.6 6.7 6.8	Transportation (P. B31.) Explain that transportation is used on land, water & in the air. Have the students classify their drawings into one of the three groups.		Primary S.S. Skills, Level B, Nystrom, 1989
* Match kinds of transportation and their uses.		(P. B31.) Use Activity Sheet 10-IB. Have the students look at the kinds of transportation at the bottom of the page & match it with the person on top who drives it Special Education: - Graphic organizers, co-op groups.		Activity Sheet 10-IB
* Draw transportation routes on the desk map.		(P. B32.) Use side B1 of desk map. Have students draw transportation using the directions on B32.		Desk Map
* Make a transportation chart using the desk maps.		(P. B32.) Have students work in pairs so that they can look at desk maps B1 & B2 at the same time. List "Land", "Air", & "Water" on the board. Explain that some goods need to be brought from other places by land, air or water transportation. Have children name ways that goods can be brought in & classify under appropriate heading. Special Education: - Verbal prompts/guided questions, graphic organizers.		Desk Map
Lesson 10 The student will be able to: * Make a grid on desk map B2.	6.4 6.6 6.7 6.8	Transportation Have students make a grid on desk map B2 by following directions on p. B33.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map
* Use the grid to name locations on the desk map.		Have students follow directions from p. B33 to talk about how the bridge, shopping mall & the airport can help people get the goods they need.		Desk Map
* Name & locate road signs on desk map B2.		Have students use desk map B2. Point out road signs & discuss the rule related to it. Have students identify & mark road signs as suggested on p. B33. Special Education: - "Say back" technique, verbal prompts/guided questions, co-op groups, shorten tasks.		Desk Map
* Identify & classify kinds of transportation used in his/her own community.		(P. B34.) Hand out Activity Sheet 10-III. Have students list 10 kinds of transportation used in their community. Follow directions on p. B34 so that students can determine how each form of transportation is used & mark it on the Activity Sheet. Special Education: - Verbal prompts/guided questions.		Activity Sheet 10-III
Lesson 10 The student will be able to: * Show mastery on concepts taught in lessons 6-10.	6.4 6.6 6.7 6.8	Transportation Hand out Review 2. Follow directions on p. B35 to administer test.	Review 2	Primary S.S. Skills, Level B, Nystrom, 1989 Copy master for Review 2
Lesson 11 * Identify map perspective.	6.7	A View From Above (P. B36.) Have students view the paper cup from eye level then from above. Explain that a map view is also seen from above.		Paper cup
* Compare objects from different perspectives.		(P. B36.) Draw a front view, oblique view & aerial view of a house. Ask students where they would have to be to see each house. Explain that most maps have a view from above.
* Match objects from different perspectives.		(P. B36.) Students use Activity Sheet 11-I to match objects from eye level view to aerial view. Special Education: - Co-op groups, computer programs.		Activity Sheet 11-I
* Compare & draw objects from a map perspective.		(P. B37.) Hand out classroom objects. Have students describe & draw each object from eye level view & map view. Special Education: - Magazine pictures, rulers, tracing paper, use photographs/take pictures.
Lesson 11 The student will be able to: * Examine perspective on the desk map.	6.7	A View From Above (P. B37.) Hand out desk map & discuss the perspective.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map Activity Sheet 12-I
* Make a classroom map using map perspective.		(P. B37.) Use a large brown piece of paper to represent the classroom. Have students draw classroom objects from map view on construction paper & cut them out. Arrange on brown paper. Special Education: - Magazine pictures, rulers, tracing paper, use photographs,/take pictures.
Lesson 12 * Define symbols.	6.1 6.3 6.4 6.5 6.7 6.8	Our Flag (P. B39.) Draw several symbols that represent holidays on the board. Color each. Explain that color helps people recognize symbols.
* Examine the national flag as a symbol.		(P. B39.) Have students examine the national flag. Talk about the 13 stripes & explain that they represent the 13 colonies. Have students color their flag. Explain that the 50 stars stand for the 50 states. Have students complete the coloring. Special Education: - Co-op groups, computer graphics (illustrations), preferential seating, model activity.
Lesson 12 The student will be able to: * Identify the flag as a symbol for our country.	6.1 6.3 6.4 6.5 6.7	Our Flag (P. B39.) Explain that the flag is a symbol for the United States of America.		Primary S.S. Skills, Level B, Nystrom, 1989
* Identify rules related to the national flag.		(P. B40.) Explain that there are special rules about the flag. Review the rules listed on p. B40 with the class.
* Predict where national flags might be located on desk map.		(P. B40.) Have students look at B1. Ask where they think national flags might be located. Have students add flagpoles and flags in these locations on the desk map. Special Education: - Computer programs, co-op groups.		Desk Map
* Examine & illustrate the state flag.		(P. B41.) Show the class the state flag. Explain the meaning of the design & colors. Have the students make a picture of the flag. Special Education: - Computer graphics, model activity, provide outline of flag to be colored.
Lesson 13 The student will be able to: * Identify map symbols.	6.7 6.8	Map Symbols (P. B42.) Hand out Activity Sheet13-I. Have students match pictures of real places & real things with the symbols they stand for. Point out that these drawings are some of the symbols they will find on maps.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 13-I
* Identify symbols on desk map B3.		(P. B42.) Hand out desk map B3, which has a view from above. Give students instructions from p. B42 which will familiarize them with the map. Point out that B3 is a map of B1 & B2. Special Education: - Computer programs, co-op groups, model activity, enlarge materials.		Desk Map
* Compare desk maps B1, B2 & B3.		(P. B43.) Hand out desk maps B1, B2 & B3. Follow directions on p. B43 to help students compare locations on three different maps.		Desk Maps
* Color a picture & a map of the same area.		(P. B44.) Hand out Activity Sheet 13-III. Compare sections A & B of sheet. Point out that A is a picture from eye level view & B is a view from above. Follow coloring directions. Special Education: - Model activity, co-op groups, Venn diagram, computer programs.		Activity Sheet 13-III
Lesson 14 The student will be able to: * Define & identify map key on the desk map.	6.4 6.5 6.7 6.8	Making a Map Key (P. B45.) Explain that a map key shows symbols used on a map. Hand out desk map B3. Have students locate the map key.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map B3/B4
* Label the map key on the desk map.		Hand out desk map B1/B2. Give students directions from p. B45. Review what the map key shows & explain symbols on a map.		Desk Map B1/B2
* Expand the map key on the desk map.		Hand out desk map B3. Have students add to the map key by following directions on p. B46. Special Education: - Enlarge materials, computer programs, well structured & sequenced tasks, model activity, co-op groups/buddy system.		Desk Map B3/B4
* Complete a map key & a map.		(P. B47.) Hand out Activity Sheet 14-III. Give directions from p. B47 for coloring the map key. Then have them color the map using the map key as a guide. Special Education: - Enlarge materials, computer graphics, buddy system, well structured & sequenced tasks.		Activity Sheet 14-III
Lesson 15 The student will be able to: * Locate natural features on desk map B2.	6.7 6.8	Using a Map Key (P. B48.) Hand out desk map B2. Give students directions from p. B48 to outline natural features on the map.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map B1/B2
* Add symbols for natural features to desk map B3 & add symbols to the map key.		(P. B48.) Have students add symbols for mountains, hills & forest to map B3. Add these symbols to the map key.		Desk Map B3/B4
* Locate cultural features on desk map B2.		(P. B49.) Have students name cultural features shown on map: buildings; streets; farm fields; orchards. Special Education: - Graphic organizers, outline grid, shorten tasks, enlarge materials.		Desk Map B1/B2
* Add symbols for cultural features to desk map B3.		(P. B49.) Have students add farm fields & orchard symbols to B3. Add these symbols to the map key.		Desk Maps
* Identify features on a map of his/her own community & surrounding area.		(P. B50.) Have students locate cultural features & natural features on a community map.
* Add symbols to the map & make a map key.		(P. B50.) Add symbols from previous activity to the map & make a map key. Special Education: - Computer graphics, buddy system, model activity, shorten tasks.
Lesson 15 The student will be able to: * Demonstrate skills learned in lessons 11-15.	6.7 6.8	Using a Map Key (P. B51.) Use directions on p. B51 to administer test. Special Education: - Oral test, open book test.	Copy master for Review 3.	Primary S.S. Skills, Level B, Nystrom, 1989 Copy master for Review 3
Lesson 16 * Identify two basic needs of communities.	6.4 6.5 6.6 6.7 6.8	Communication (P. B52.) Explain that communities need transportation & communication. Hand out Activity Sheet 16-I. Talk about each item & how it helps people communicate.		Activity Sheet 16-I
* Label the compass arrows on the desk map.		(P. B52.) Have students draw a circle around the compass arrows on B3. Have students label compass arrows.		Desk Map B3/B4
* Use the compass arrows to find places on the desk map.		(P. B53.) Hand out desk map B2. Have students follow directions on p. B53. Special Education: - Model activity, well sequenced tasks & structured activities, buddy system, shorten tasks, enlarge materials.		Desk Map B1/B2
* Make & read a bar graph.		(P. B54.) Use Activity Sheet 16-III to make a graph about the students’ favorite TV shows. Summarize by reviewing that a graph communicates information. Special Education: - Enlarge graph paper, computer graphics, buddy system, model activity.		Activity Sheet 16-III
Lesson 17 The student will be able to: * Identify features on desk map B4.	6.4 6.5 6.6 6.7 6.8	Planning a Community (P. B55.) Hand out Desk Map B4. Give students directions from p. B55.		Primary S.S. Skills, Level B, Nystrom, 1989 Desk Map B3/B4
* Label the compass arrows.		(P. B55.) Draw a circle around the compass arrow. Have the students label directions.
* Complete the grid on the desk map.		Have students follow directions on p. B55 to complete the grid on B4.
* Use the grid to find locations.		Have students follow directions on p. B56 to use grid to find locations. Special Education: - Enlarge materials, model activity, shorten tasks, well structured & sequenced activities, computer graphics.
* Make a map key on desk map B4. .		Give class directions from p. B56 to label a map key on desk map.		Desk Map B3/B4
* Use the map key to add information to desk map B4		Explain that the students are going to use the map key to add information to the desk map. Give them directions from pp. B56-57 to complete the task. Special Education: - Model activity, enlarge materials, computer, buddy system.		Desk Map
Lesson 18 The student will be able to: * Identify North America & name its major countries.	6.3 6.4 6.5 6.6 6.7 6.8	Where Do I Live? (P. B58.) Hand out Activity Sheet 18-I. Have students trace North America with their fingers. Show it on a globe. Identify Canada, Mexico & the U.S. as the three largest countries in North America.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 18-I
* Color the map key & map of North America.		Give class directions from p. B58 to color the map & map key.		Activity Sheet 18-I
* Name the major bodies of water surrounding North America.		Have the students color the compass arrows & label the Atlantic & Pacific Oceans. Special Education: - Computer programs, raised map, model activity, label maker.		Activity Sheet 18-I
* Name our continent & country.		(P. B59.) Ask students to name their continent & country. Hand out Activity Sheet 18-II. Have students label the map key with the name of their country.		Activity Sheet 18-II
* Name & locate his/her own state.		(P. B59.) Explain that the U.S. is divided into states. Have the students locate & outline their state on Activity Sheet 18-II.
* Complete a map key & color the map.		(P. B59.) Color the map key, then the map. Special Education: - Buddy system, model activity, computer graphics.
Lesson 18 The student will be able to: * Locate his/her own community on the map.	6.3 6.4 6.5 6.6 6.7 6.8	Where Do I Live? (P. B59.) Have students locate their community on Activity Sheet18-II. Have them mark it with a black dot.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 18-II
* Name neighboring countries & states on a map.		(P. B59.) Use Activity Sheet 18-II to locate & label neighboring countries. Locate & label neighboring states. Special Education: - Computer map/geography programs.
Lesson 19 * Identify our national capital.	6.1 6.3 6.4 6.7 6.8	Our National Capital (P. B61.) Have students name our country’s capital. Emphasize that the President & leaders of our government live & work there.
* Examine a map of our national capital.		(P. B61.) Use a wall map to locate the capital. Hand out Activity Sheet 19-I, which shows the main streets of Washington, DC.		Activity Sheet 19-I
* Match landmarks with their location on the map.		(P. B61.) Have students use Activity Sheet 19-I to draw a line from the national landmark to its location. Special Education: - Computer programs, ruler, buddy system, priority seating, pointer.
Lesson 19 The student will be able to: * Identify past national leaders & the current national leader.	6.1 6.3 6.4 6.7 6.8	Our National Capital (P. B62.) Hand out Activity Sheet 19-II. Tell students something about George Washington & Abraham Lincoln. Explain that the empty box is for a picture of the current president. Have students cut out pictures of him from a magazine & glue it on the work sheet. Have students cut out each picture & arrange in chronological order. Special Education: - Buddy system, model activity.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 19-II
* Locate the state capital & identify its landmark.		(P. B63.) Have students locate the state capital on a state map. Share pictures of landmarks & other information about the capital. Special Education: - Enlarge materials, pointer.
Lesson 20 * Identify how the globe is a model of the earth.	6.7	A Map of the World (P. B64.) Hold up a globe & emphasize that a globe shows land & water areas of the earth. Special Education: - Label maker, Venn diagram, shorten tasks, buddy system.		Globe
Lesson 20 The student will be able to: * Locate continents on a world map.	6.7	A Map of the World (P. B64.) Hand out Activity Sheet 20-I. Have students use map key to locate North America. Have them label the continent. Repeat for other continents.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 20-I
* Compare the world map & a globe.		(B. 64.) Ask students how the globe & a map are alike & different. The globe is round, map is flat. Both show land & water. Special Education: - Label maker, Venn diagram, shorten tasks, buddy system.
* Color a world map to show continents & oceans.		(P. B65.) Hand out Activity Sheet 20-I. Have the students color the map key & use it as a guide to color the land & water areas.		Activity Sheet 20-I
* Identify names of continents in a puzzle.		(P. B65.) Hand out Activity Sheet 20-III. Have students complete the hidden word puzzle. Special Education: - Computer graphics, buddy system, enlarge materials, eliminate word puzzle if necessary or enlarge word puzzle.		Activity Sheet 20-III
* Demonstrate knowledge of skills taught in lessons 16-20.		(P. B67.) Use directions on p. B67 to administer test from Review 4. Special Education: - Oral test, open book test.	Review 4 for lessons 16-20	Copy master for Review 4
Lesson 21 The student will be able to: * Locate the equator.	6.7	A World of Places (P. B68.) Explain that the equator is an imaginary line that divides the earth in half. Have the students draw an equator line on Activity Sheet 20-I. Point it out on a globe.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 20-I
* Identify & locate the northern & southern hemispheres.		(P. B69.) Using a globe explain that the northern hemisphere is the earth between the equator & the north pole & the southern hemisphere is between the equator & the south pole. Special Education: - Ruler, buddy system, hands-on activity, computer graphics.
* Locate continents in the northern & southern hemispheres.		(P. B69.) Hand out Activity Sheet 20-I. Write "Northern Hemisphere", "Southern Hemisphere" and "Both" on the board. Have students examine the map & determine where each continent belongs. Have them choose three colors to color each continent according to the categories on the board. Special Education: - Buddy system, computer graphics, model activity, shorten & isolate tasks.		Activity Sheet 20-I
Lesson 21 The student will be able to: * Locate several countries on the world map.	6.7	A World of Places (P. B70.) Hand out Activity Sheet 21-III. Read the name of each country & label it on the map. Outline each country as it is found.		Primary S.S. Skills, Level B, Nystrom, 1989 Activity Sheet 21-III
* Identify the continent & hemisphere in which each country is located.		(P. B70.) Use Activity Sheet 21-III to name the continent & hemisphere in which each country on the map is located. Special Education: - Label maker, shorten & isolate tasks, model activity.
Lesson 22 * Define & demonstrate day & night.	6.3 6.4 6.5 6.6 6.7 6.8	Day & Night (P. B71.) Have students discuss day & night. Use a flashlight to represent the sun, shining it on the equator. Hold a globe & rotate slowly to the east. Mark the place where you live with a small lump of clay. Have the students watch for a change from darkness to light as the globe is rotated		Flashlight Globe Clay
* Complete a diagram illustrating day & night.		(P. B71.) Hand out Activity Sheet 22-IB. Have students color the part of the earth where the sun is shining yellow & the other part is black.		Activity Sheet 22-IB
Lesson 22 The student will be able to: * Identify daytime workers & nighttime workers.	6.3 6.4 6.5 6.6 6.7 6.8	D