Molloy College

Division of Education

Student: Katelyn Toledo Professor: Esposito

Course: EDU 527 Date: 11/26/2017
Grade 2 Topic: Communities Content Area: Social Studies

INSTRUCTIONAL OBJECTIVE
After reading texts and analyzing sounds and images, students will be able to compare and
contrast different forms of transportation found in urban, rural, and suburban communities.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

NYS CCLS ELA
CCLS: SL.2.2: Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Indicator: This will be evident through student discussion.

CCLS: RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
Indicator: This will be evident through student discussion.

INSTRUCTIONAL RESOURCES
Flocabulary https://www.flocabulary.com/unit/transportation/
3 Computers
Community Description Cards
Urban, Suburban, and Rural Community Cards
Urban Sound: http://www.soundsnap.com/search/audio/new+york+city/score (Times
Square traffic and crowd)
Suburban Sound: http://www.soundsnap.com/search/audio/suburb+traffic/score (Traffic
in the suburbs on a street corner)
Rural Sound: http://www.soundsnap.com/search/audio/rural/score (Morning ambience on
farm in Chesterfield, MO with chickens, roosters, birds, bugs)
Community Transportation Organizer

MOTIVATION
Ask students, if you wanted to visit a friend that lived in a different community than
you, how would you get there? They will turn and talk to brainstorm possible answers.
Students will share answers with the class. Introduce the lesson by explaining that
transportation is the process by which people get from place to place.
Show the following flocabulary to explain transportation:
https://www.flocabulary.com/unit/transportation/
DEVELOPMENTAL PROCEDURES
 Model by showing students the Urban Community Card. Read it to them and explain the major
talking points as they pertain to the lesson. Think aloud, what forms of transportation to people
use in urban communities? Model by pointing out on the card that by cars, buses, trains, taxis,
and walking. Ask them to think about why urban communities have so many different forms of
transportation (because population is high).
Guided practice will be thinking aloud with the class using the Rural Community Card. Repeat
the previous process with this card, with student involvement and participation.
Show students the Suburban Community Card and have them have independent discussions
based on the previous process.
Explain to students that they will break up into groups to examine how and why transportation
systems differ in different communities.
Students are broken up into 3 groups representing each community. Distribute the urban cards to
the urban group, suburban cards to the suburban group, and rural cards to the rural group.
Each group will receive a computer. Using this resource, they will use the provided links to listen
to sounds from each of their communities.
The cards, sounds, and discussion will aid them in filling out the attached Community
Transportation Organizer.
This group work will be treated like centers. Each student will receive a Community
Transportation Organizer that they will bring to each of the 3 stations. Stations will switch every
15 minutes. They will fill out the chart on the top half of the page, and leave the bottom half for
assessment.

INSTRUCTIONAL STRATEGIES

Cooperative Learning (engaging groups of students in working together on a structured

activity)
Indicator: This will be evident when students work in centers and collect the necessary
information using shared resources.
Direct Instruction (explicit presentation of information)
Indicator: This will be evident when the teacher is providing students with an explicit list of
transportation types in 3 communities.
Discussion (engaging in meaningful discussions about the content)
Indicator: This will be evident when the teacher is facilitating classroom discussion about
urban, suburban, and rural transportation types.

ADAPTATIONS

SWDs will be placed with friendly and open-minded students during collaborative work and
discussion in order to boost their social skills. They will also be assigned a specific role in their
group so that they remain focused and on task.
ELLs will be placed with speakers of their native language (if possible) and students who are
team players. They will be provided with a scaffolded graphic organizer and have the
opportunity to share their answers verbally if writing is not their strong point.
ASSESSMENT
 Each student will fill in the graphic organizer as part of their center work. On the bottom
there is a culminating short response question that students will answer independently.
They will respond to the question, Explain why transportation is different in each type
of community. Include at least 2 reasons to support your thinking.
Students with a correct response will receive 1 point, and 1 point for each reason, for a
total of 3 points.

DIFFERENTIATION OF INSTRUCTION

Grade Level: Students on grade level will complete the graphic organizer with at least 2
forms of transportation for each community, and a correct short response answer with 2
supporting details.
Struggling: Students needing support will receive partially completed, scaffolded graphic
organizers as well as sentence stems.
Advanced: Students above grade level will be asked to write a short paragraph about how
they use transportation in their community, and how it differs from someone in another
community.

INDEPENDENT PRACTICE
For homework, students can go to the class online discussion post on Padlet and write about
what community they would like to live in based on its means of transportation. What kind of
community has the best, easiest kind of transportation? Can you think of a specific place, or
personal story that can support your ideas?
 REFERENCES

Flocabulary. (2017). Transportation. Retrieved from

https://www.flocabulary.com/unit/transportation/

New York State Education Department (NYSED). (2017). Urban, suburban, and rural
communities. Retrieved from
https://www.weteachnyc.org/media2016/filer_public/49/5e/495e2c57-d38c-42c4-ba30-
b33e13058867/grade_2_unit_3_-_web_toc.pdf

New York State Education Department (NYSED). (2011). New York State P-12
Common core learning standards for English language arts & literacy. NYSED. Retrieved
from
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_lea
rning_standards_ela.pdf