TLED 478: Integrated Unit Plan Proposal

Alyana Lara

Grade level: 2nd Grade (Pacing Guides based off of Henrico County Public Schools)

Theme - This lesson revolves around American and global culture through the eyes of the
students’ and their personal anecdotes/histories.

Standards/Learning Objectives:

Language Arts:

2.3 The student will use oral communication skills.

a) Use oral language for different purposes: to inform, to persuade, to entertain, to
clarify, and to respond.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.

2.10 The student will demonstrate comprehension of information in reference materials.

b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
d) Use online resources.

2.12 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and expository
writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.

Mathematics:

2.11 The student will estimate and measure

b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and
c) liquid volume in cups, pints, quarts, gallons, and liters.

2.12 The student will tell and write time to the nearest five minutes, using analog and digital
clocks.

2.14 The student will read the temperature on a Celsius and/or Fahrenheit thermometer to
the nearest 10 degrees.
Science:

2.4 The student will investigate and understand that plants and animals undergo a series of
orderly changes as they mature and grow. Key concepts include
a) animal life cycles; and
b) plant life cycles.

2.5 The student will investigate and understand that living things are part of a system. Key
concepts include
a) living organisms are interdependent with their living and nonliving surroundings;
b) an animal’s habitat includes adequate food, water, shelter or cover, and space

Social Studies:

2.1 The student will demonstrate skills for historical thinking, geographical analysis,
economic decision making, and responsible citizenship by
b) using basic map skills to locate places on maps and globes to support an
understanding of American history;
e) comparing and contrasting people, places, or events in American history;
i) practicing good citizenship skills and respect for rules and laws while collaborating,
compromising, and participating in classroom activities

2.6 The student will develop map skills by using globes and maps of the world and the
United States to locate
a) the seven continents and the five oceans;
b) the equator, the Prime Meridian, and the four hemispheres

2.11 The student will explain the responsibilities of a good citizen, with emphasis on
a) respecting and protecting the rights and property of others;
c) describing actions that can improve the school and community;

2.12 The student will understand that the people of the United States of America
a) make contributions to their communities;
c) are united as Americans by common principles

Art:

2.5 The student will identify and use the following in works of art:
1. Color—secondary
3. Line—vertical, horizontal, diagonal
4. Shape—geometric, organic

2.12 The student will identify works of art and elements of architecture of other cultures.
2.13 The student will compare works of art, elements of architecture, and artifacts of other
cultures with those of their culture.

2.17 The student will interpret ideas and feelings expressed in personal and others’ works of
art.

2.21 The student will explain ways that the art of a culture reflects its people’s attitudes and
beliefs.

Overall Description:

The selected SOLs are based off of Henrico County Public Schools 2nd grade pacing guides,
where the SOLs for each subject are laid out in a recommended order for teachers throughout
the year, whether it is displayed by every nine weeks or every semester. Students will have the
opportunity to share information about themselves which is including, but not limited to, their
family, culture, lifestyles, aesthetics, etc. For this unit, the subject that connects all of the other
disciplines is social studies, where the students learn about community, citizenship, and
geography of the United States and the world. In language arts, students will create stories
about themselves and learn about the writing process, followed by presenting their stories to
the class. For math, the students can bring in their own recipes from home to add to their own
personal history book filled with different measurements of ingredients and directions to make
them. The students will investigate the habitats and environments of other living things in
science. Art will be incorporated throughout the lesson in the form of analyzing pictures from
readings, developments from graphs and data, and the creation of their own cultural portrait.

Integrations (based on curriculum frameworks):

Language Arts:

2.3  participate in a range of collaborative discussions building on others’ ideas and clearly
expressing their own (e.g., one-on-one, small-group, teacher led).
 participate in collaborative conversations for various purposes (e.g., to inform, to
persuade, to entertain, to clarify, and to respond).
 share and retell an experience or story to an audience in a logical order, with
appropriate facts, and descriptive details.
 carry out a specific group role, such as leader, recorder, materials manager, or reporter
(also in science).

2.10  interpret pictures, captions, diagrams, and tables.

 interpret information presented in bar graphs, charts, and pictographs.
 use dictionaries, glossaries, and indices to locate key facts or information.
 use online resources to gather information on a given topic (e.g., teacher identified
Web sites and online reference materials).
2.12  generate ideas and organize information before writing by:
 participating in brainstorming activities;
 making lists of information;
 talking to classmates or teacher about what to write; and
 using graphic organizers to plan their writing.
 write narratives describing events with details, sequence, and a closure.
 describe events, ideas, and personal stories with descriptive details.
 use time-order words, such as first, next, then, and last, to sequence and organize their
writing.
 strengthen writing as needed by revising writing for clarity (e.g., sentences begin with
capital letters and end with punctuation, writing stays on topic, writing includes details).

Mathematics:

2.11 Estimate and measure liquid volume in cups, pints, quarts, gallons, and liters.

2.12 • Show, tell, and write time to the nearest five minutes, using an analog and digital clock.
• Match a written time to a time shown on a clock face to the nearest five minutes.

2.14 Read temperature to the nearest 10 degrees from real Celsius and Fahrenheit
thermometers and from physical models (including pictorial representations) of such
thermometers.

Science:

2.4  construct and interpret models/diagrams of animal and plant life cycles.

2.5  classify objects as to whether they are living or nonliving.

 describe the basic components of an animal habitat (food, water, shelter or cover, and
space).
 classify the parts of an animal’s habitat as living or nonliving.
 construct and interpret simple models of different kinds of habitats, including a forest
and a stream.

Social Studies:

2.1  Use a map or globe to compare how people adapt to the environment to satisfy their
wants.
 Work in groups to determine actions that can improve the school and community.
  Identify the good citizenship skills of selected individuals who had an impact on the lives
of Americans, and explain how these skills affected the contributions they made.

2.6 Terms to know

 land: The solid surface of Earth
 continent: A large body of land on Earth
 equator: An imaginary line around the middle of Earth that divides it into the
Northern and Southern Hemispheres
 Prime Meridian: An imaginary line that divides Earth into the Eastern and Western
Hemispheres
 hemisphere: Half of a sphere (globe); created by the Prime Meridian or the equator
The seven continents
 North America, South America, Europe, Asia, Africa, Australia, and Antarctica
The five oceans
 Arctic Ocean, Atlantic Ocean, Indian Ocean, Pacific Ocean, and Southern Ocean
The four hemispheres
Northern, Southern, Eastern, and Western

2.11 Describing actions that can improve the school and community
 Demonstrating self-discipline and self-reliance
 Practicing honesty and trustworthiness

2.12  People contribute to their communities by practicing the responsibilities of good

citizens.
 People share the principles of respecting and protecting the rights and property of
others, participating in school and community activities, demonstrating self-discipline
and self-reliance, and practicing honesty and trustworthiness.
 The American people have different ethnic origins and come from different countries
but are united as Americans by the basic principles of a republican form of government,
including the individual rights to life, liberty, and the pursuit of happiness as well as
equality under the law.

Art:

The student will understand why art is an essential part to a person’s culture and identify
specific elements that are included in artwork that help point to who a person is and what’s
important to them such as themes of family, hobbies, pets, interests, etc. This will also be done
in the classroom with each student’s pieces, and the class will interpret what concepts and
ideas their peers are trying to portray in their work. They will also be able to create their own
artwork throughout each subject using color, line, and shape using different media such as
pencils, colored pencils, crayons, paint, etc.

Rationale:
These integrations are included so that all of the four core subjects are included and connected
together. The reason why the social studies standards were picked and used as the basis of the
unit was to inform students of other cultures that are around them and what makes people
unique. Often times, students who may not belong to the biggest demographic in the classroom
don’t get to share or learn about their own history. By doing this, students can listen to what
their peers have to say about themselves and learn something new about the people that they
are friends with and see every day. At the end of the entire unit, students will have created their
own personal history books with each lesson’s activities inside it.

Instructional Strategies (in sequence):

Social Studies:

To start the unit, a whole group

discussion about what a community is
and what good citizenship is will
introduce the subject. They will also
discuss what they think makes an
American, American, and what makes
different people in America similar to
each other. Afterwards, the students
https://www.deviantart.com/dinospain/art/World-
(with the teacher’s help) will label a
blank-map-464842977
map with various locations such as
continents, bodies of water, etc. (see
social studies SOL 2.6). Students have many different backgrounds and to reflect that, the same
map that was used (projected onto a Smart/Promethean Board or a physical map) can be used
as a display to show where each student is from. When it is projected from a computer,
students will have the opportunity to get up and place markers on the map of where they or
their family comes from. Another option that students can have is to place markers on places or
other countries they have been to. The map projection can be printed out to give to each
student so that they can make it as one of their pages in their personal history book. At the end
of the unit, the same questions from the beginning of the unit will be asked again along with
the 3-2-1 countdown (see formative assessment) along with questions that they may have for
their fellow classmates about their cultures.

Language Arts:

To introduce the language arts section, the teacher will show various self-portraits from painters
such as Frida Kahlo or Pablo Picasso. The whole class will discuss what makes the portraits
different from each other and what kind of stories they tell, based off of what they see in the
picture (such as objects, people, patterns, colors, etc.) Each student can share their lives with
their classmates through writing a story about their families or about what makes someone a
good citizen. This could be a story about what they do together, what their everyday lives are
like, their favorite vacation together, etc. or for the good citizen prompt, they can create a story

https://www.weareteachers.com
/25-awesome-anchor-charts-for-
teaching-writing/
about how to be a good citizen and what it means to them.
They will develop their stories through the writing process
(seen on the right, next page). The prewriting phase up to
the editing phase will all be done in handwriting. Throughout
their time writing, the class can use various resources such
as dictionaries and other references either in books or online
to find out how words are spelled, pictures they can
potentially use to present their stories, etc. Students will
then have the opportunity to either rewrite their stories by
hand, or they can type their stories on the computer
(Microsoft Word or Google Docs) and have them printed out.
Once the writing is complete, students will have the
opportunity to either draw pictures of their stories or they
can look up pictures for them that can reference the setting
of their writing or objects that were involved. The class will share what they have written and
show each other the pictures they either drew or researched.

Mathematics:

Students in the class can bring their recipes from home to

share with the class. If there is a time constraint or if small
groups are initiated, each group of students can share
their recipes with each other and then pick the one that
they like the most amongst their tables. Once they have
either brought in their recipes or picked one, they will then
begin matching the ingredients measurements by coloring
the measuring cups they are provided (seen on the left)
and labeling what ingredients are inside the cup. The same
will be done with the tablespoon and teaspoons (seen on
the right). They can also draw the amount of ingredients
they need, i.e. eggs, fruits, etc. Once they have completed
drawing the ingredients and filling in the measuring tools
with the correct measurements, they will also provide
other essential information such as https://bonlacfoods.com/workshe
the time needed by using either an et/worksheets-measuring-cups-
analog or digital clock, and the and-spoons-4.html
temperatures by using a
thermometer needed to cook their recipes. The students will then put their
ingredients and their written or typed recipe in the personal history book.
The pages in the book will include a table of contents, have each step or
cluster of steps that is listed in the student’s recipe, and pictures to
accompany each step.
https://bonlacfoods.com/worksh
eet/worksheets-measuring-cups-
and-spoons-11.html
 Science:

People are not the only living things to exist on the

planet; animals and plants have a big impact on our
surroundings and our environment too. In small
groups, students will pick a region around the world
(preferably one from each continent or ocean per
group) to make a shoebox diorama of the
environment and include all of the living and
nonliving things that exist there. The teacher will
assign roles to each student in the group such as
https://i.pinimg.com/736x/be/2e/e7/be2 the speaker, the recorder, time keeper, helper, and
ee7c21beea6ade808300da285dc89-- materials managers. Before creating the diorama,
rainforest-biome-science-projects.jpg students will research their assigned environment
and look for the animals that live there, the plants
that live there, and a couple of facts that they found interesting about the habitat. Students can
bring in different toy animals to place inside, and they will also be able to draw or paint the
surrounding environment. Such elements can include plants, the setting, the sky, and if the
environment has some, water systems too. Once completed, the small group will present their
dioramas to the whole class. Students will tell what environment they picked, what animals are
in the environment, and what types of plants live inside.

Art:

Throughout the unit, art will be incorporated in various ways in

each discipline. In language arts, students can draw the pictures
of their story, whether it is only one picture or a series of them.
The teacher can also display different artists who have created
self-portraits (i.e., Frida Kahlo or Picasso) and ask students to
analyze their artwork and identify some of the cultural
differences displayed to introduce the language arts section of
the unit. For math, the students will draw the ingredients,
include their measurements, and the various tools and
appliances (such as ovens or measuring cups) needed for their
recipes. In science, students will make their own dioramas of
each of their assigned environments, which will require some
http://www.phytobella.net/9-
drawing, painting, and construction of 3D forms. Pictures of the
images-of-classroom-cookbook-
diorama can be taken using iPads, so that once every
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assignment in each subject is completed, they will be added to
their personal history books. If there is enough time allotted,
students can also make their own self-portraits that includes
their values, such as what they like to do as a hobby, what their pets look like, etc.

Day Lesson Identify the Content Knowledge and/or Activity/ Activities with
 skill from the Curriculum Framework Integrations
Social Studies
2.1
1
2.6
1
2.11
Language Arts
2 2.12

Math
2.11
3
2.12
2
2.14
Science
2.4
4
2.5
Language Arts
3 5
2.10
Social Studies
2.11
6
4
2.12
Language Arts
7
2.3

Differentiation:

Students will utilize their multiple intelligences throughout the unit. There are plenty of
opportunities for groups to be made based off of intelligences and the subject that is being
taught in the unit in order to create the most immersive and memorable experience as possible.
There can also be groups where each person has a different intelligence from the next, that way
ideas in the group can be diverse and equally considered.

This unit would be excellent for those students who are ELLs, as they will be able to share what
they know about their culture to the rest of their peers. If needed, the ESL teacher can assist
them with translations and finding books or other resources to share with the class. They may
also bring other cultural items such as clothing and pictures, or show them games that they
know how to play or is popular in their home country.

Assessment Plan:
Diagnostic Assessment:

An initial diagnostic assessment will be made to see what the students think about the different
people and cultures that they see in their classrooms and their communities. It is also initiated
when the students are labeling the maps after the discussion and brainstorming their stories in
the prewriting part of the writing process (see social studies and language arts integration). For
science, this can be done the same way with questions such as “What kind of animals do you
see near your home?” or “Can you name some of the plants that you see here at school?”

Performance Based Assessment:

Throughout their research and the development of their recipe books, students will be asked
questions to assess that they understand the content and what their other classmates might be
doing. This might be in the form of asking questions about what they have learned from their
classmates’ stories (or how they interpreted it) while the story is being told or after it’s told, or
how they know that a recipe needs a certain amount of ingredients or time to make it.

Formative Assessment:

To assess formatively, one strategy that can be used is the 3-2-1 countdown, where students
talk about the three things they didn’t know about before, two things that surprised them, and
one thing that they learned about that they want to try to implement from now on. Also,
students who have different intelligences can make different presentations. For example, some
students can act out a scene from the story instead of reading it to the class, some can help
create a poster that can be used as a display to have outside their class to showcase their work,
or others can make diagrams and graphs of what they learned about (mostly for the science and
math portion of the unit).

Technology:

 A Smart/Promethean Board will be used throughout the unit to display maps, reference
pictures, display examples, etc.

 Laptops for students to use for typing their stories and printing out pictures that they
may need for their recipes or their stories.

 iPads can be used for students to search for personal references for their stories, recipes,
maps, environments/animals, etc. and to use for a camera.

 Google Docs or Microsoft Word will be used in the language arts section of the unit for
students to type their stories.