Download - 2nd Grade Geography, Humans, and Environment Inquiry How ...€¦ · NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 9 Supporting Question 1 Featured Source Source A: Image bank: New

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?

https://habitatthegame.files.wordpress.com/2014/05/spuytenduyvil_split.jpg


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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




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.

https://www.youtube.com/watch?v=EBG5VGMoAlM


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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

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

https://habitatthegame.files.wordpress.com/2014/05/spuytenduyvil_split.jpg


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SupportingQuestion2FeaturedSource SourceA:Imagebank:Varioususesofland

Image1:Residentialuseoflandinaruralarea.iStock©cindygoff.

http://www.istockphoto.com/portfolio/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.

http://google.com/maps


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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.

Download - 2nd Grade Geography, Humans, and Environment Inquiry How ...€¦ · NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 9 Supporting Question 1 Featured Source Source A: Image bank: New

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