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  In order to achieve program goals, it is suggested that field trips and "hands on" activities be used when possible.



Following the completion of this unit, the students will be able to:

1. identify rural, urban and suburban communities and be able to classify their own community.

2. identify similarities and differences among communities.

3. use cardinal directions (north, south, east and west) to locate a community on a map.

4. identify their location in relationship to other countries and the equator.

5. identify the geographic factors which may affect a community either in a positive or negative manner.

6. identify other existing communities based on social/cultural aspects

Approximate time: 8 weeks

II. THE FAMILY STRUCTURE


Following completion of this unit the students will have an understanding of these concepts:

1. Families are the basic unit of society and are found in all types of communities.

2. Family members are interdependent.

3. Families develop rules to govern and protect family members. Students should recognize the basis for rules, and the need for health and safety rules within the family.

4. All communities have social/cultural similarities and differences because of traditions, heritage, shared interests and needs of their members.

Approximate time: 5 weeks

III. CIVICS, CITIZENSHIP, AND GOVERNMENT



Following the completion of this unit, the students will be:

1. aware of the meaning of the Pledge of Allegiance.

2. aware of the symbolic nature of our flag.

3. be able to identify and sing some of the patriotic songs of our country.

4. know that it is the function of Congress to make laws, the function of the courts to enforce the laws and the function of the President to help carry out the laws.

5. aware of laws and rules in the community and will be able to explain how rules and laws are beneficial to all citizens in the community.

6. aware of the duties of each citizen which are demonstrated by such things as voting and community service.

7. aware of different symbols that are used in communities to convey important messages (traffic lights, signs, street and highway markers, etc.).

Approximate time: 8 weeks

IV. ECONOMIC ASPECTS OF COMMUNITY LIFE

Students will investigate how communities organize their economies and will be able to answer these questions:

1. What goods and services shall be produced and in what quantities?

2. How should goods and services be produced?

3. For whom shall goods and services be produced?

Other concepts in this unit include:

1. the production of goods and services in a community along with the role of labor and the importance of specialized roles by individuals within the community.

2. taxes and the collection of taxes to provide public services.

3. the importance of planning and decision making in the use of limited resources in the presence of unlimited needs and wants.

Following completion of this unit, the student will be able to:

1. identify specific needs and wants of people in communities and how they are influenced and met in different ways (food, shelter, clothing, caring for each other).

2. identify community services benefited by the collection of taxes (fire department, police department, school system, library, etc.).

3. identify the specialization of labor and trade which are necessary to meet the needs and wants of consumers.

4. understand that people in schools are examples of producers and consumers of goods and services.

Approximate time: 5 weeks

V. THE IMPACT OF TECHNOLOGY ON COMMUNITIES



Following completion of this unit, students will be able to:

1. identify different types of communication and transportation both past and present.

2. analyze the impact that changes in technology have made on the community.

3. identify other technological advances and their impact on a community.

4. identify what life would be like without the changes that have been made.

Approximate time: 5 weeks

VI. COMMUNITY HISTORY


Following the completion of this unit, the students will be aware of:

1. growth and decline of population and their impact on a community.

2. attitudes, values and conflicts which accompany and influence change.

3. the unifying effects of sharing historical celebrations.

4. the continuous nature of change and extension to future time.

Approximate time: 8 weeks

SECOND GRADE MATHEMATICS CONTENT STANDARDS

Standard 2 - Mathematics as Communication:

The study of mathematics should include numerous opportunities for communication so that students can:

• Relate physical materials, pictures and diagrams to mathematical ideas.

• Reflect on and clarify their thinking about mathematical ideas and situations.

• Relate their everyday language to mathematical language and symbols.

• Realize that representing, discussing, reading, writing and listening to mathematics are a vital part of learning and using mathematics.

• Use appropriate vocabulary when discussing mathematical concepts.

Standard 4 - Mathematical Connections:

The study of mathematics should include opportunities to make connections so that students can:

• Link conceptual and procedural knowledge.

• Relate various representations of concepts or procedures to one another.

• Recognize relationships among different topics in mathematics.

• Use mathematics in other curriculum areas.

• Use mathematics in their daily lives.

Standard 9 - Geometry and Spatial Sense:

The mathematics curriculum should include two- and three-dimensional geometry so that students can:

• Describe, construct and classify shapes.

• Investigate and predict results of combining, subdividing and changing shapes.

• Develop spatial sense.

• Relate geometric ideas to number and measurement ideas.

• Recognize and appreciate geometry in the world.

• Continue to observe and discuss two- and three-dimensional shapes in the environment, comparing such attributes as size, shape, weight, texture and sliding or rolling properties.

• Examine common two-dimensional shapes for "folding" or "mirror" symmetry.

• Explore the component parts of space-filling geometric designs through shape puzzles, geoboards, ...

© Arlington Central School District, 2002 Last Modified Sun, 13 Oct 2002 19:14:08 GMT |   |   Bobby AAA/Section 508   |   |