2nd grade geography, humans, and environment inquiry how ...€¦ · new york state social studies...
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NEWYORKSTATE SOCIAL STUDIES RESOURCETOOLKIT
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2ndGradeGeography,Humans,andEnvironmentInquiry
HowDoWeShapeOurEnvironment?
NewYorkCityin1609and2009.ImagecourtesyMarkleyBoyer,MannahattaProject/WildlifeConservationSociety.https://habitatthegame.files.wordpress.com/2014/05/spuytenduyvil_split.jpg
SupportingQuestions
1. Howdowemodifyourenvironmentovertime?2. Howdoweuselandindifferentwaystoshapeourcommunity?3. Howdoesouruseoflandimproveorharmourcommunity?4. Howhasalocaldevelopmentimprovedorharmedourcommunity?
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2ndGradeGeography,Humans,andEnvironmentInquiry
HowDoWeShapeOurEnvironment?NewYorkStateSocialStudiesFrameworkKeyIdea&Practices
2.5:Geographyandnaturalresourcesshapewhereandhowurban,suburban,andruralcommunitiesdevelopandhowtheysustainthemselves.Gathering,Using,andInterpretingEvidence EconomicsandEconomicSystems
StagingtheQuestion Watchatime-lapsevideoofacitybeingbuiltanddiscusswhatischangingandwhy.
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
Understand Understand Assess Act
Howdowemodifyourenvironmentovertime?
Howdoweuselandindifferentwaystoshapeourcommunity?
Howdoesouruseoflandimproveorharmourcommunity?
ResearchOpportunity:Howhasalocaldevelopmentimprovedorharmedourcommunity?
FormativePerformanceTask
FormativePerformanceTask
FormativePerformanceTask
FormativePerformanceTask
CompleteagraphicorganizerdemonstratinghowpeoplehavemodifiedtheenvironmentofalocationinNewYorkState.
Createacommunitymapclassifyinglandasresidential,industrial,commercial,orrecreational.
CompleteaT-chartdemonstratingtheprosandconsofbuildingtheTappanZeeBridge.
Createagrouppictorialessaydemonstratinghowalocaldevelopmenthashelpedorharmedthecommunity,andinvitelocalofficialstoclass.
FeaturedSources FeaturedSources FeaturedSources FeaturedSources
SourceA:Imagebank:NewYorkCityin1609versus2009
SourceA:Imagebank:VarioususesoflandSourceB:GoogleMaps
SourceA:Imagebank:HistoricandcurrentimagesoftheTappanZeeBridgeSourceB:TappanZeeBridge:LifeinRocklandbeforetheSpan
SourceA:Teacher-andstudent-generatedsourcesonalocalcommunity-developmentproject
SummativePerformanceTask
ARGUMENTHowdoweshapeourenvironment?Constructanargumentsupportedbyevidencethataddresseshowweshapeourenvironmentand/orareshapedbyourenvironment.
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Overview
InquiryDescription
Thisinquiryexploreshowcommunitiesdevelopandsustainthemselvesbyexaminingthepositiveandnegativeimpactsofdevelopmentoncommunityenvironments.Inconsideringtheideathatcommunitiesgrowandchangeovertime,studentsdevelopanargumentwithevidencethatanswersthecompellingquestion“Howdoweshapeourenvironment?”
ThisinquiryembedstheTakingInformedActionsequencethroughtheformativeperformancetasks.TheunderstandelementisdevelopedthroughSupportingQuestions1and2whiletheassesselementisrepresentedinSupportingQuestion3.Theactpiece,thedevelopmentofapictorialcollagethatstudentstheninvitelocalofficialstoviewanddiscuss,isrepresentedinSupportingQuestion4.
InadditiontotheKeyIdeaexpressedearlier,thisinquiryreflectsthefollowingConceptualUnderstandings:
• (2.5b)Thelocationofphysicalfeaturesandnaturalresourcesoftenaffectswherepeoplesettleandmayaffecthowthosepeoplesustainthemselves.
• (2.5c)Humansmodifytheenvironmentoftheircommunitiesthroughhousing,transportationsystems,schools,marketplaces,andrecreationareas.
NOTE:Thisinquiryisexpectedtotakefourtosix30-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeaturedsources).Teachersareencouragedtoadapttheinquiriestomeettheneedsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.
StructureoftheInquiry
Inaddressingthecompellingquestion“Howdoweshapeourenvironment?,”studentsworkthroughaseriesofsupportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentwithevidenceandcounterevidencefromavarietyofsources.
StagingtheInquiry
Tolaunchthisinquiry,studentscanviewatime-lapsevideo(https://www.youtube.com/watch?v=EBG5VGMoAlM) ofthegrowthofacityandobservethechangesthatoccur(e.g.,thebuildingofnewroads,houses,andcommercialstructures)whilediscussingthepotentialimpactofthesechanges.
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SupportingQuestion1
Thefirstsupportingquestion—“Howdowemodifyourenvironmentovertime?”—groundstheinquirybyestablishingtheconceptthathumansmodifyandadapttheirenvironmentsbybuildinganddevelopinghousingstructures,transportationsystems,marketplaces,andrecreationalareas.Thefeaturedsource,asplitimagedepictingManhattanbeforeEuropeansettlementversuspresentday,isavisualrepresentationofthesekindsofchangesandprovidesanopportunityforstudentstoimaginethekindsofenvironmentalchangesthatcommunitiesundergo.Inthefirstformativeperformancetask,studentscompleteagraphicorganizerdocumentingthedevelopmentstheyobserveinthecommunitybycomparingandcontrastingthetwoimages.
SupportingQuestion2
Thesecondsupportingquestion—“Howdoweuselandindifferentwaystoshapeourcommunity?”—requiresstudentstoexaminehowlandisusedincommunitiesusingtheclassificationsofresidential,commercial,industrial,andrecreational.Thefirstfeaturedsource,animagebankdepictingtheseclassifications,helpsstudentsseeexamplesofeachformoflanduse.Thesecondfeaturedsource,GoogleMaps,allowsstudentstozoominontheirlocalcommunities.Theformativeperformancetaskasksstudentstocreatecommunitymapsdemonstratingandclassifyingseveralpartsoftheircommunities.
SupportingQuestion3
Thethirdsupportingquestion—“Howdoesouruseoflandimproveorharmourcommunity?”—suggeststhat,ashumansmodifytheirenvironments,thesemodificationscanhavepositiveandnegativeeffects.TheformativeperformancetaskasksstudentstocompleteaT-chartdocumentingtheprosandconsofamajorhumanmodification—theconstructionoftheTappanZeeBridge.Thefeaturedsources,animagebankofthebridgeconstructionandavideointerviewwithalocalresident,offerstudentsideasabouthowthisspecificdevelopmentanddevelopmentsingeneralcanhavebothpositiveandnegativeimpactsoncommunityenvironments.
SupportingQuestion4
Thefinalsupportingquestion—“Howhasalocaldevelopmentimprovedorharmedourcommunity?”—introducesanopportunitytoapplytheideasdevelopedacrossthefirstthreeformativeperformancetaskstoaresearchandTakingInformedActionopportunity.Inrespondingtothesupportingquestion,studentsresearchaspecificdevelopmentintheirowncommunitiesandassembleideasaboutitsoverallimpact—positive,negative,orboth.Throughindependentandteacher-guidedresearch,studentsuselocalnewspapers,images,videos,andinterviewswithcommunitymembersassourcestocompletethefinalformativeperformancetask,thecreationofapictorialessaytodocumenthowthisdevelopmenthasimpactedtheircommunity.Thistaskalsoservesasanopportunityto
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TakeInformedAction.Studentsmayinvitelocalelectedofficialstovisitandviewtheirprojectsandengageinaconversationaboutthefactorsthatshouldbeweighedwhenundertakingsuchcommunitydevelopments.Toprepareforthisconversation,studentswriteinterviewquestionsaboutaspectsofthedevelopmenttheyresearchedthattheywanttounderstandbetterandaboutcommunitydevelopmentingeneral.
SummativePerformanceTask
Atthispointintheinquirystudentshaveexaminedhowlandisusedandmodifiedtoformcommunitiesovertime.Theyhaveconsideredthereasonsbehindthesemodificationsanddevelopmentsandhavequestionedtheimplicationstheyhaveoncommunityenvironments.Studentsshouldbeabletodemonstratethebreadthoftheirunderstandingandtheirabilitytouseevidencefrommultiplesourcestoconstructanevidence-basedargumentrespondingtothecompellingquestion“Howdoweshapeourenvironment?”
Studentargumentswilllikelyvary,butcouldincludeanyofthefollowing:
• Weshapeourenvironmentbybuildinghighways,bridges,tunnels,apartments,factories,andstores,butnotalwaysforthebetter.
• Weshapeourenvironmentforthebetterbycreatingbridges,highways,andbigbuildings.• Weshapeourenvironmentbycreatingthingsthathelppeoplelivebetterlives.• Wesometimesshapetheenvironmentfortheworseusingfarmlandforbuildings.
StudentshavetheopportunitytoTakeInformedActionbydevelopingapictorialcollagethatstudentstheninvitelocalofficialstoviewanddiscuss.TheunderstandelementisdevelopedthroughSupportingQuestions1and2whiletheassesscomponentisrepresentedinSupportingQuestion3.TheactpieceisrepresentedinSupportingQuestion4.
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StagingtheCompellingQuestionFeaturedSource SourceA:SimCity,time-lapsevideoshowingthegrowthofacity,SeeOurCityGrow,March12,2013
NOTE:Thisvideo,fromSimCity,offersavisualofhowlandcanbetransformedfromgrasslandsandforestsintoamoderncity.Teachersandstudentscanviewthevideoat:https://www.youtube.com/watch?v=EBG5VGMoAlM
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SupportingQuestion1FeaturedSource SourceA:Imagebank:NewYorkCityin1609versus2009
NOTE:ThetwoimagesbelowillustratethechangeintheNewYorkCitylandscapeovertime.Theleft-sideimageisanrecreationofwhattheright-sidephotographlikelylookedlikein1609.
NewYorkCityin1609and2009
ImagecourtesyMarkleyBoyer,MannahattaProject/WildlifeConservationSociety.https://habitatthegame.files.wordpress.com/2014/05/spuytenduyvil_split.jpg
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SupportingQuestion2FeaturedSource SourceA:Imagebank:Varioususesofland
Image1:Residentialuseoflandinaruralarea.iStock©cindygoff.
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Image2:Residentialuseoflandinanurbanarea.
©JorgeSalcedo/Shutterstock.com.
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Image3:Commercialuseoflandinasuburbanarea.
iStock©slobo.
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Image4:Industrialuseoflandinanurbanarea.
iStock©akiyoko.
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Image5:Recreationaluseoflandinasuburbanarea
Shutterstock©kuponjabah.
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SupportingQuestion2FeaturedSource SourceB:GoogleMaps
NOTE:GoogleMapsisanextraordinaryresourceforlookingatlocationsnearandfar.Accessthesiteathttp://google.com/maps
Mapdata©2015Google.
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SupportingQuestion3FeaturedSource SourceA:Imagebank:HistoricandcurrentimagesoftheTappanZeeBridge
Image1:Pilingsforthebridge.CourtesyWestchesterCountyHistoricalSociety.
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Image2:Supportingpiersforthebridge.CourtesyWestchesterCountyHistoricalSociety.
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Image3:Frameworkforthebridge.CourtesyWestchesterCountyHistoricalSociety.
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SupportingQuestion3
FeaturedSource SourceB:SethHarrison,websitevideointerviewwithWinstonPerry,TappanZeeBridge:LifeinRocklandbeforetheSpan,nodate
NOTE:ThescreenshotbelowshowsWinstonPerrywhonarratesthehistoryoftheareaaroundtheTappanZeebridge.Thevideobeginswithacommercial.
FromTheJournalNews,©Gannett-CN.Allrightsreserved.UsedbypermissionandprotectedbytheCopyrightLawsoftheUnitedStates.Theprinting,copying,redistribution,orretransmissionofthiscontentwithoutexpresswrittenpermissionisprohibited.
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SupportingQuestion4FeaturedSource SourceA:Teacher-andstudent-generatedsourcesonalocalcommunity-developmentproject
Teachersandtheirstudentsgeneratesourcesaroundacommunityproject(e.g.,thedevelopmentofanewpark,anewhousingproject,demolitionofanoldfactory)oflocalorigin.