Elementary Social Studies: Integrated Unit Plan

Part A:
Grade: 2
Subject: Social Studies and Language Arts - Technology
Student Learning: What should they already know? What will they discuss and
learn about in the unit?

It is expected that students will have had previous exposure to technology in some
format, so that they can create personal connections to the content.
Students will learn about:
Social Studies: the development of technology, historical development, the
purpose of technology and specific examples, that it connects us all, how to use
the Internet safely, and invention.
Language Arts: using written text for persuasion and learning about audience
through advertisements and scripts/interviews. Students will also explore the
importance of adding detail to their stories and be exposed to a variety of
literature to help them think critically and build connections.

NB Elementary Social Studies Curricula

You and Your World
Grade 2: Technology and Community
2.2.1 Describe how people contribute to making change in communities
2.2.2 Demonstrate an understanding that technology has changed over time to meet their
needs, wants, and interests
2.2.3 Predict ways their community might change in the future and how they might
contribute to that future
NB Language Arts Curricula
Speaking and Listening
GCO 1.1: Students will speak and listen to explore, extend, clarify, and reflect on their
thoughts, ideas, feelings, and experiences.
SCO 1.1.1: express thoughts and feelings and describe experiences
SCO 1.1.2: ask and respond to questions to clarify information or gather further
information
SCO 1.1.3: express opinions and give simple explanations for some of their opinions (I
like because) listen to others ideas and opinions
GCO 1.2: Students will be expected to communicate information and ideas effectively
and clearly, and respond personally and critically.
SCO 1.2.1: sustain one-to-one conversations and contribute to small- and large-group
interactions

SCO 1.2.3: respond to and give instructions or directions that include two or three
components
SCO 1.2.4: engage in informal oral presentations and respond to a variety of oral
presentations and other texts
GCO 1.3: Students will be expected to interact with sensitivity and respect, considering
the situation, audience, and purpose
SCO 1.3.1: demonstrate a growing awareness of social conventions such as turn-taking
and politeness in conversation and co-operative play
Reading and Viewing
GCO 2.1: Students will be expected to select, read, and view with understanding a range
of literature, information, media, and visual texts.
SCO 2.1.2: use a variety of strategies to create meaning
GCO 2.2: Students will be expected to interpret, select, and combine information using a
variety of strategies, resources, and technologies.
SCO 2.2.1: engage in the research process with assistance
SCO 2.3: Students will be expected to respond critically to a range of texts, applying their
understanding of language, form, and genre
SCO 2.3.1: respond critically to texts
Writing and other ways of representing
GCO 3.1: Students will be expected to use writing and other forms of representation to
explore, clarify and reflect on their thoughts, feelings, and experiences, and learning; and
to use their imaginations.
SCO 3.1.1: use writing and other forms of representing for a variety of functions
SCO 3.1.2: begin to develop, with assistance, some ways to make their own notes (i.e.
concept maps)
SCO 3.1.3: begin to experiment with language choices in imaginative writing and other
ways of representing
GCO 3.2: Students will be expected to create texts collaboratively and independently,
using a variety of forms for a range of audiences and purposes.
SCO 3.2.1: use a variety of familiar text forms and other media (messages, letters, lists,
recounts, stories, poems, records of observations, role-play, Readers Theatre)
SCO 3.2.2: demonstrate some awareness of audience and purpose - choosing particular
forms for specific audiences and purposes - realizing that work to be shared with an
audience needs editing
SCO 3.2.3: consider their readers/viewers/ listeners questions/comments and begin to
use such responses to assess and extend their learning
GCO 3.3: Students will be expected to use a range of strategies to develop effective
writing and media products to enhance their clarity, precision, and effectiveness

SCO 3.3.1: develop strategies for prewriting, drafting, revising, editing/proofreading, and
presenting/publishing
SCO 3.3.2: use some conventions of written language
SCO 3.3.3: demonstrate engagement with the creation of pieces of writing and other
representations
SCO 3.3.4: select, organize, and combine, with assistance, relevant information to
construct and communicate meaning
Skills to be learned from the unit:
Democratic Participation Skills:
Students will learn how to discuss issues at-hand.
Students will learn of the importance of technology in the functioning of daily
life.
Study and Inquiry Skills:
Students will learn how to evaluate the usefulness of a variety of different things
related to technology.
Students will learn to think critically and begin to explore the concept of
invention.
Intellectual Skills:
Students will learn how to apply concepts through classifying.
Part B:
Planning Chart for a unit about technology
Main Ideas
Technology. Technology is all around us
and is far more than things that turn on or
plug in.
Impact. Technology has a great impact on
our day-to-day life whether it is positive or
negative. It has led to a more modern and
globalized society.
The past. Technology has developed
greatly over time. The technology of the
past generally did not feature electricity.
Safety. As technology protrudes deeper into
our lives, it is important to be safe.
Future. Technology will continue to
develop and further impact parts of daily
life.

Concepts
Development
Ever changing
Globalization
Communication
Historical examples of technology
Change in society (i.e. how is way of life
different now versus then?)
Safety practices
Future
Invention

The Integration with Language Arts

In grade 2, social studies is embedded in the subject of You and Your World. A large
focus of the classroom centers around language arts and therefore, it is logical to integrate
both subjects.
The intention of my unit is to introduce students to technology and how it has changed
over time, and the importance of invention. Students will be given the opportunity to
explore the topic through literacy and writing. There is tremendous opportunity for selfdirected exploration and students will be given the creative liberty to learn about what is
most interesting and valuable to them.
Students are being given the opportunity to explore what technology is, what its role is in
society and daily routine, and how it has evolved over time and will in the future. The
unit will be integrated with many pieces of literature that showcase technology and way
of life in the past, and how imagination and invention can change technology in the
future. Students will learn to organize their ideas using graphic organizers such as mind
maps and compare and contrast charts, and explore the mighty middle (adding detail and
adjectives) and how detail helps the reader understand and visualize what is being written
about (i.e. How would we know how to use a phone without detailed instructions?).
Students will have the opportunity to conduct an interview, thereby learning about script
writing, and further enhancing their understanding of incorporating specifics and detail to
their writing.
I will create a themed word wall, which will be changed throughout the year, based on
the unit, subject, and content we are discussing in class. For this unit of technology, we
will add words and facts that we feel like are important to our understanding and
expansion of learning about technology.
The ultimate goal of this unit is for students to become critical thinkers, and begin to
consider how society changes and how small change can have huge effects on the lives of
people.
Vocabulary:
Invention
Engineer
Architect
Past
Present
Future
Development
Impact
Influence
Technology

Advancement
Gadget
Device

Part D:
Part D: UDL, Differentiated Instruction, Blooms Taxonomy, Tier 1-3, or PLP
UDL
The intention of this unit plan is to expose students to a variety of activities that
are each represented and accomplished in various ways.
While choice is restrained to a specific topic, opportunity to explore particular
interests within the confines of the unit topic is present.
Encourages group work and opportunity for small-group and individual
instruction.
Examples:
Extra time allowed for activities to be done, use mindmaps made through class
discussion on smart board and save to a Google doc that all students can access. Write
instructions in simple language for ELL.
DI

Less writing expectations

For gifted students, ask them to do more independent research for presentations,
ask for more writing or ask for a longer interview. It is important to have
plans that can be modified or adapted depending on the exceptionalities
present.
Provide enrichment activities for students who are finishing activities early, or
are gifted. Ex. Student-led discovery center in the back of the classroom

Tiers
Tier 3: Intervention is necessary and benefit from individual attention/instruction
Tier 2: Specific interventions could be needed and be beneficial at times. Resource
teachers could be helpful in adapting the lesson(s) for these students.
Tier 1: Student can be successful under the umbrella of UDL and can benefit from
small group instruction.
Example of an activity with tiered modifications (VERY BASIC):
Lesson plan 8: 3- Create an Oreo cookie writing with 3 sentences, 2- Create an Oreo
cooking writing with 4 sentences,1-Create an Oreo cooking writing with 5 sentences.

PLPs
When a students needs are not met in the typical classroom interaction and lesson, a
PLP could be necessary. The intention of the PLP design is to keep the student engaged
and kept in the classroom (inclusion). Activities will likely be adapted for the student
and an EA may be able to assist in providing the student with more individualized
guidance and attention.
Some examples of adjustments for a student needing a PLP:
If using assistive technology, an EA could help guide them and could research
and type using the computer.
The student could represent their ideas visually or use a mixture or writing and
illustrating.
The text could be done in bullet point form instead of full sentences.

Part C: Planning the Sequence of Lessons

Before the unit: We will read during read aloud, The Invention of Hugo Cabret by Brian Selznick, to begin considering technology
and invention. The intention is for students to get in the mindset of an inventor and how everyone can make change to advance society.
Section
Outcomes
Assessment
What will the teacher do?
What will the student
do?
1. What is
SS
Diagnostic:
The teacher will introduce the term
The students participate
technology?
2.2.1
Concept Map
technology, and ask students what they think it in a discussion about
(1 lesson)
is. The teacher will then read Incredible
technology, listen to a
LA
Inventions by Lee Bennett Hopkins, which
story, learn about
1.1.2, 1.1.3,
talks about what technology is and how things graphic organizers, and
1.2.1, 1.3.1,
were invented. I will also conduct a minithen create a concept
3.1.2
lesson on graphic organizers. Each student will map about what they
then create their own graphic organizer with
know about technology.
technology in the center; they will be telling
what they know about it. After discussing our
graphic organizers and coming together as a
class, I will conclude the lesson with a read
aloud of Robots, Robots Everywhere by Sue
Fliess. This book offers, in a fictitious and
comical way, a look into how technology (in
this case robots) has changed our way of life.
Resources: Incredible Inventions by Lee Bennett Hopkins, Robots, Robots Everywhere by Sue Fliess
2.What does
SS
Formative: Mini- The teacher will show a video about what
The students will watch
technology do for
2.2.2
presentation of a
technology is and then use the online book
a video, listen to a story,
you?
small assignment Goodnight iPad by Ann Droyd. The teacher
work in groups to decide
(2 lessons- one
LA
and will pass in
will then read Hello! Hello! by Matthew
how technology helps
LA/writing period 1.1.1, 1.1.3,
advertisements,
Cordell, about how the telephone helps us
them, and then create a
to work on
1.2.1, 1.2.3,
which be assessed communicate. The teacher will then put
paper-based
advertisements and 1.2.4, 3.1.1,
through a
students into small groups and give each group advertisement for a piece

present)

3.1.3, 3.2.2,
3.2.3, 3.3.2

checklist that will

be communicated
to them before
starting.

a bag of flyer cut-outs of items that are

of technology. They will
technology related. Each group will also be
then present their ad to
given a sheet of paper divided into 4 categories the class.
and will sort them based on how they find it
helps them in their daily life. Then, students
will use one of those items to do a flyer
advertisement and present them. After the
advertisement assignment, I will read Earmuffs
for Everyone by Meghan McCarthy, which
showcases how earmuffs are a piece of
technology and how it has helped people.
Resources: Hello! Hello! by Matthew Cordell, Goodnight iPad by Ann Droyd, Earmuffs for Everyone by Meghan McCarthy.
<https://www.youtube.com/watch?v=Giiz81_uzK8>
3. Technology of
SS
Formative:
The teacher will set up the classroom with 4
The students will rotate
the past part 1
2.2.1, 2.2.2
Student writing
stations:
at each station, learning
(2 lessons- one
LA
will be assessed
1. An old phone and a new phone along
about the evolution of:
LA/writing period 1.1.2, 1.1.3,
for expanding
with books about the phone
the phone, toilet, car,
to write about the
2.1.2, 2.2.1,
knowledge of
2. A picture of a toilet in modern times
and video player. They
similarities and
3.1.2, 3.1.3,
technology and
and an outhouse, and books about how will then listen to a story
differences of one
3.3.2, 3.3.3
writing skills.
the toilet works and has changed.
and do a class-wide
of the four pieces
3. A picture of a car and a horse and
compare and contrast
of technology, and
buggy, and books about cars and its
chart. They will then
a minilesson on the
evolution.
write about the
mighty middle)
4. A VCR and VHS tape and a DVD
similarities and
player and DVDs, and books about
differences between the
how they work.
past and present versions
of one of the four pieces
Students will look at and explore these things
of technology seen at
and learn about the differences between the
each station, after
items over time.
engaging in a minilesson
The teacher will then read to students, Covered on adjectives.

Wagons, Bumpy Trails by Verla Kay, which is

about life in the past. We will then create a
compare and contrast chart as a class, looking
at the similarities and differences between life
presently and in the past.
The teacher will then have each student write
about the differences and similarities between
the items at one of the 4 stations. Before
writing, the teacher will do a minilesson on
using adjectives to encourage detail in the
story.
Resources: Covered Wagons, Bumpy Trails by Verla Kay
4. Technology of
SS
Summative: Skit
the past part 2
2.2.1, 2.2.2
(2 lessons- 1 to
finish and present
LA
their skits)
1.1.1, 1.1.3,
1.2.2, 1.2.3,
1.2.4, 3.2.1

The teacher will read Apples to Oregon by

Students will listen to a
Deborah Hopkinson, which is another story
story and engage in a
about life in the past, and the class will have a discussion. They will
discussion about the similarities and
also watch a Heritage
differences. We will then watch a Heritage
Moment video and
Moment that portrays the differences in
create/present a skit
lifestyle. Students will then be broken into
about the past.
groups and they will create and perform a skit
about life in the past.
Resources: Apples to Oregon by Deborah Hopkinson, Heritage Moment: Marconi <https://www.youtube.com/watch?
v=oV5nqowDoVw>
5. Field Trip:
SS
Summative:
The teacher will take students to Kings
The students will go to
Kings Landing
2.2.1, 2.2.2
Student
Landing, to see first hand how technology has Kings Landing.
(4 lessons- 1 for
presentation to a
evolved over time, and what it would be like to Beforehand, they will be
the field trip, 1 to
LA
partner about how be a pioneer.
told of their assignment
prepare their
1.1.1, 1.1.3,
a piece of modern
and be on the lookout
presentations, 1 to 1.2.2, 1.2.3,
technology would When students return, they will complete a
for 1 piece of technology
finish and present
1.2.4, 3.2.1,
change life in the small presentation based on their experiences. that they would like to
their presentations, 3.3.4
past.
Before going, they will be told that when they use in their presentation.

and 1 minilesson
on writing thank
you letters)

return, they will complete a 5 minute

presentation, using writing, pictures, posters
(or anything else theyd like to use), to teach a
pre-determined partner about how a modern
day version of a piece of technology would
effect life for those in the past. (ex. electricity
would change the way they cook)

Language Arts specific activity: The teacher

will model how to write a thank you letter, and
students will write a thank you letter to Kings
Landing, for welcoming them for the field trip.
Resources: Kings Landing, the teacher will take out any books students need to prepare their presentations
6. How has
SS
Summative:
The teacher will show a video and students
technology
2.2.2
Students will be
will compare technology of the past and
changed?
asked to go home present, using the examples in the video, as a
(1 lesson)
LA
and interview
class discussion. The teacher will then read
1.1.1, 1.1.2,
someone in their
Timeless Thomas: How Thomas Edison
1.1.3, 1.2.1,
family about a
Changed Our Lives by Gene Barretta as a read
1.2.3
piece of
aloud. The teacher will then have students play
technology they
a class-wide game called Spot the Difference,
use presently, and where the same place will be showed on the
what it was like
Smart Board in a split screen, where one is the
when they were
past and one is the present, and students will
younger. They
identify whats different in the 2 pictures. This
will write this in
will be played for multiple rounds. Finally, the
an interview
teacher will hand out a bag to each group with
script format and pictures of technology. Students will work in
will pass it into
groups to order them in a timeline of first
the teacher 1
invented to last (most recently). We will then
week later.
go over it and show some examples.

They will then work on

and do their presentation
for 1 member of the
classroom. They will
also write a thank you
letter to Kings Landing.

Students will watch a

video and then play Spot
the Difference. Students
will then work in groups
to create a timeline of
when pieces of
technology were
invented.
Students will take part in
a minilesson on
interviews and scripts
and will do a Readers
Theatre and a
brainstorming session.
After the minilesson,
students will interview

someone in their family

The teacher will also give a minilesson on
or another adult who
interviews and script writing before assigning
will tell them about
them their interview activity. Students will
technology and how it
participate in a Readers Theatre to review how has changed.
scripts are written, and will then engage in a
brainstorming session with the teacher about
what kinds of questions would be appropriate
and how you need to ask more than yes or no
questions to gain detail.
Resources: Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Barretta, <https://www.youtube.com/watch?
v=3CMS9xnBRkc>, Readers Theatre script (http://www.thebestclass.org/uploads/5/6/2/4/56249715/antandthegrasshopper.pdf)
7. How to be safe
SS
Summative:
The teacher will present a Prezi about staying
Students will listen and
online!
2.2.2
Exit Slip
safe online. The teacher will begin with a read participate in a lesson on
(1 lesson)
aloud of The Computer Teacher from the
learning how to be safe
LA
Black Lagoon by Mike Thaler, which
online.
1.1.1, 1.1.2,
introduces students to terminology of
1.1.3, 1.2.1,
computers. Students will: create a web using
1.2.3
string to symbolize how complicated the
Internet is, discuss prior knowledge and how
they use the Internet, discuss and learn about
rules to stay safe, engage in an interactive
activity about how your picture can stay online
forever, and sign an agreement to stay safe
online.
Resources: The Computer Teacher from the Black Lagoon by Mike Thaler
8. Technology of
SS
Formative: Both
Day 1
The students will watch
the Future
2.2.3
the drawing and
The teacher will show a video that
a video about
(2 lessons and a
writing will be
hypothesizes what technology would look like technology in the future.
mini lesson on the LA
assessed.
in the future. The teacher will then read Jimmy They will then listen to a
Mighty Middle)
1.1.1, 1.1.2,
Neutron: My Book of Inventions by Lara
story and then create a

1.1.3, 1.2.1,
1.2.3, 1.3.1,
2.1.2, 2.2.1,
3.1.1, 3.2.2,
3.2.3, 3.3.2,
3.3.3, 3.3.4

Summative:
The Oreo cookie
writing will be
assessed for
understanding on
the mighty
middle.

Bergen. Then, students will discuss jobs

related to building a city, and then the teacher
will read, Iggy Peck Architect by Andrea
Beaty, which is a story about an architect. The
teacher will then give each student a part of a
city (ex. school, house, car, hospital) and either
underwater or sky, and they will draw what
they imagine that part of the city would like in
the sky or underwater, in the future. The
teacher will make these into a mural when
theyre finished.

picture of a part of a city

underwater or in the sky,
and what would change
about their part of the
city in the future.
The students will listen
to a story and then
engage in a minilesson
on the mighty middle to
then write about 3 types
of technology in their
drawings from the
previous day, and how
they are different from
the ones in their daily
present life.

Day 2
The teacher will read Rosie Revere, Engineer
by Andrea Beaty, a story about an engineer.
The teacher will then use part of the story to
highlight the difference between using detail
and not using detail, and then do a minilesson
about writing a mighty middle. The teacher
will then have each student write about 3
different types of technology in their drawings,
and how they are different from the present.
Resources: < https://www.youtube.com/watch?v=e8SC6bny1SA>, Jimmy Neutron: My Book of Inventions by Lara Bergen, Iggy
Peck Architect by Andrea Beaty, Rosie Revere, Engineer by Andrea Beaty
Final Summative Assessment: Students will write a story about what being a child their age would be like in the past, and then rewrite
their story for what it would be like in the future. What would their day look like?
Outcomes: SS: 2.2.1, 2.2.2, 2.2.3 and LA: 2.3.1, 3.1.1, 3.1.3, 3.3.1, 3.3.2, 3.3.3,
Enrichment Resource: Rachels Journal: The Story of a Pioneer Girl by Marissa Moss
Enrichment project:

For students who are need of enrichment, there will be a center set up in the back of the class. Students will be given a self-directed
instruction sets to use recycled resources (ex. boxes, string, thimbles, plastic bottles, tape, glue) to invent things out of the material. A
common art technique is to used recycled materials to create things such as sculptures. Students will be given a number of resources to
inspire them to invent and one thing they can do is to use the resources to create a car that moves out of the materials. It is important to
foster the belief that invention is what helps to create new things and change the way society functions.
Resources: My first picture encyclopedia: Machines, First Library of Knowledge: How Things Work, The Kids Invention Book by
Arlene Erlbach, Look what you can make with dozens of household items!, DK The Big Book of Things to Make, Usborne Activities
Recycling things to make and do
Concluding Activity:
The unit will be concluded with returning back to read aloud that are chapter books and we will start with Charlie and the Chocolate
Factory by Roald Dahl and then afterwards, watch the video. This will be a final tie in to help students understand that inventions can
change our lives and change how things work.

Part E: Three Sample Lessons for the Unit

Lesson 2
Name: Steven Carson

Grade Level: 2

Time: 75 minutes

Subject: You and Your World

Date:

Topic: Technology
Curriculum Outcomes

You and Your World

Unit 2: Technology and their Community
GCO: Students will be expected to describe and evaluate the role of technology in their lives.
SCO: Students will be expected to identify examples of different kinds of technology.
SCO: Students will be expected to describe the technologies that affect their everyday lives.
SCO: Students will be expected to assess the effect of technology on their lives.
Language Arts
1. Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings and
experiences.
2. Students will be able to communicate information and ideas effectively and clearly, and to respond
personally and critically.
Students will be expected to contribute to small- and large-group interactions.
3. Students will be able to interact with sensitivity and respect.
4. Students will be expected to select, read, and view with understanding a range of literature, information,
media, and visual texts.
Students will be expected to use a combination of cues to sample, predict, and monitor
8. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on
their thoughts, feelings, experiences, and learnings; and to use their imaginations
Demonstrate some awareness of audience and purpose: choose particular forms for specific audiences
and purposes, realize the work to be shared with an audience needs editing.
Consider their readers/viewers/listeners questions/comments and begin to use such responses to
assess and extend their learning.
10. Students will be expected to use a range of strategies to develop effective writing and media produces to
enhance their clarity, precision, and effectiveness.
Students will be expected to use some conventions of written language.

Materials

SmartBoard
White Board
Pencils (18)
Pencil crayons
Advertisement Outline on 8x11 white paper (18)
Videos
Classification Sheet (5)
Bag of technological items (5)
Glue sticks (at least 1 per table)
Hello! Hello! by Matthew Cordell
Goodnight iPad, by Ann Droyd
Earmuffs for Everyone by Meghan McCarthy
Objectives for the lesson

Students will start to consider what technology does for them in their daily lives and what types of technology
they use throughout their day.
Procedure
Engagement (10 minutes)
What the teacher will do

Show the video about what is technology:

https://www.youtube.com/watch?
v=Giiz81_uzK8
Ask, do you think a table and chair are
technology?
Ask, what is technology?
The teacher will then show the electronic book
Goodnight iPad by Ann Droyd on the Smart
Board

Exploration (20 minutes)

What the teacher will do

The teacher will have students sit at the reading

corner.
The teacher will read Hello! Hello! by
Matthew Cordell. Before reading, the teacher
will have students predict what the story is
about.
The teacher will have students turn to an elbow
buddy and tell each other what they think the

What the student will do

The students will sit at their tables

The students will listen to the teacher and
interact by raising their hands and offering
constructive comments.

What the student will do

The students will listen to the story and

predict and discuss the book.
The students will hypothesize about what
technology is to an elbow partner.
The teacher and students will create a mind
map about what technology is and how it
impacts our life.

main character learned about technology.

The teacher will discuss with students what
happened throughout the story.
The teacher will add any new words to our
technology word wall.
Similarly to the storys theme, the teacher will
tell students that technology is a part of our
every day and helps us with a lot of things.
The teacher will make a mind map on the
SmartBoard of ways students suggest
technology is used in our lives.
The teacher will have students return to their
seats.

Explanation and Elaboration (45 minutes)

What the teacher will do
Part 1:
The teacher will tell students that they will help
classify different technological items into 4
categories: Used for cooking, Used for building,
Used for keeping us healthy, Used for
entertainment.
The teacher will hand out a baggie and a sheet to
each group of 5 with some glue sticks and they
work together to classify them all.
The teacher will provide about 10-15 minutes to
work on this.
The teacher will have each group come up to the
front, one at a time and will give an example
from each category and why they put it in that
category.
Part 2:
The teacher will assign a technological item to
each student.
Each student will be told of the item they are
given.
The teacher will hand out a sheet of 8x11 white
paper to each student.
The teacher will tell the students that they will
be making an advertisement for their
technological item, telling the reader of what it
is, what it does. They will also draw a picture of
it; they want people to buy it!

What the student will do

The students will sit at their tables and listen

to the instructions.
Each student will glue technological items
into one of the 4 categories when called upon
by the teacher.
The students will create an advertisement of
a technological item assigned by the teacher.
The advertisement will include: the name of
the item, a picture of the item, a description
of what it is, and a slogan to make people
want it.

An example will be modeled on the white board,

elaborating to the students of what will be done.
Several advertisements will be brought up on the
SmartBoard for students to see as examples.
Students will then present these for a short 2
minute explanation of their advertisement (time
in another class will be used for this)
Following the presentations, the teacher will
have students go to the mat and read Earmuffs
for Everyone by Meghan McCarthy.
The teacher will highlight the fact that book
showcases how technology such as earmuffs has
an effect on our lives.
Evaluation

Advertisements will be passed in and assessed based on the checklist below.

Accommodations
The lesson is also designed with UDL and appeals to a wide range of learning styles.
Based on the level of writing skills within the class, the expectations for what is written can be differentiated.
(i.e. some students may be expected to write less)
Notes

Checklist for Advertisement Assessment

Checklist for Advertisement

Name: ____________________________________________
Criteria

Completed

Paper Portion
Title that includes the name of the technology
Spelling (word wall words and spelling words)
Legible Printing
Description of why someone would want it (i.e.
detail)
Artwork present
Good attempt at punctuation
Presentation
Tells audience what item they have done
Description of the item
Clear voice and volume
Enthusiasm (willing to share information,
informative)
Some students may have differentiated checklists and examples of that might be not
evaluating their presentation if that is an problematic activity, as well as other paper
portion criteria.

Lesson 6
Name: Steven Carson

Grade Level: 2

Time: 90 minutes (30 minute language arts mini-lesson

included)
Date:

Subject: You and Your World + Language Arts

Topic: Technology + Graphic organizers +
Interviews

Curriculum Outcomes
You and Your World
Unit 2: Technology and their Community
GCO: Students will be expected to describe and evaluate the role of technology in their lives.
SCO: Students will be expected to identify examples of different kinds of technology.
SCO: Students will be expected to describe the technologies that affect their everyday lives.
SCO: Students will be expected to assess the effect of technology on their lives.
Language Arts
1. Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings and
experiences.
2. Students will be able to communicate information and ideas effectively and clearly, and to respond
personally and critically.
Students will be expected to contribute to small- and large-group interactions.
3. Students will be able to interact with sensitivity and respect.
4. Students will be expected to select, read, and view with understanding a range of literature, information,
media, and visual texts.
Students will be expected to use a combination of cues to sample, predict, and monitor
8. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on
their thoughts, feelings, experiences, and learnings; and to use their imaginations
Students will be expected to begin to develop, with assistance, some ways to make their own notes (e.g.,
webs, story-maps, point-form notes)
10. Students will be expected to use a range of strategies to develop effective writing and media produces to
enhance their clarity, precision, and effectiveness.
Students will be expected to use some conventions of written language.
Mathematics
GCO: Number (N): Develop number sense
SCO: N1: Understand number sequence
SCO: N3: Describe order or relative position using ordinal numbers (i.e. number line or timeline)

Materials

Smart Board
11x14 paper for each table
1 piece of chart paper for each table
Markers for each table
Bags of technological items for the timeline for each table
1 glue stick for each table
Readers Theatre scripts
Chart paper and a marker
Timeless Thomas: How Thomas Edison Changed Our Lives by Gene Barretta
Objectives for the lesson

Students will start to consider what technology does for them in their daily lives and what types of technology
they use throughout their day.
Engagement (15 minutes)
What the teacher will do
Students will watch a video about the evolution
of technology from past to present:
<https://www.youtube.com/watch?
v=3CMS9xnBRkc>
The teacher will have students go to the mat and
sit in a circle.
The teacher will ask students about what has
changed in each piece of technology presented
by the video: Phone, Typewriter/Computer, and
audio player (i.e. CD player).
The teacher will record answers on a chart,
where on the left it says before, and on the right,
it says after.
The teacher will then have students gather at the
mat to read Timeless Thomas: How Thomas
Edison Changed Our Lives, by Gene Barretta.
Exploration (20 minutes)
What the teacher will do

The teacher will introduce a game called Spot

the Difference and explain the instructions.
Explanation of the game:
Students will sit at their tables and the teacher
will show 2 images on the Smart Board. These 2
images will be of the same place (ex. kitchen),
and one will be from the past, while the other
will be from present time. Students will have 2-5

What the student will do

Students will watch the clip.
Students will sit at the mat and discuss
evolution of technology and listen to the
story.

What the student will do

Students will play spot the difference and

offer ideas of things they see that have
changed or are different in the 2 images.

minutes (depending on how theyre doing) to

write on a piece of chart paper, things they
notice are different (ex. theres no microwave in
the kitchen from the past). After students play
the round, the teacher will call on some students
to give examples of things they noticed that are
different.
This game will be played in several rounds and
these are the places and links for each round and
picture:

Round 1: A kitchen
http://www.culinaryhistorians.ca/images/kitchens/louck
s-summer-kchen-wife.jpg and
http://www.ikea.com/ms/media/cho_room/20153/kitche
n/20153_cosk07a/
20153_cosk07a_01_PH124156.jpg
Round 2: School
http://teaching.msa.maryland.gov/000001/000000/0000
26/images/sc1477-6293-0001.jpg
Round 3: A Living Room
http://www.kshs.org/publicat/khq/1942/graphics/42_4_
mission02.jpg and
http://www.kelownagolfski.com/John%20McDowell
%204%20Bedroom/4-bedroom-living-room-condochalet-rental-big-white.jpg
Explanation and Elaboration (20 minutes)
What the teacher will do

The teacher will have students go to their tables.

The teacher will tell students what a timeline is.
The teacher will tell students that they will work
in groups (people at their tables) to make a
timeline.
The teacher will hand out timelines and a bag of
items and students will work to guess which
things came first.
Once the students are done, the teacher will
display the actual timeline and discuss the items
and why they were invented, etc. The teacher
will also bring up different links and preselected videos to enhance their knowledge
about the history of technology.

What the student will do

Students will work in groups to create a

timeline of technological invention
Students will listen to and engage in
discussion about the items on the timeline.

Mini-lesson (Immediately following above lesson)

Topic: Scripts and Interviews
Engagement (20 minutes)

The teacher will hand out a Readers Theatre script to students.

The teacher will model how they are read: each line is something a character will say and says who is
saying that line before the actual thing they say.
The teacher will have students look at the first page and have students tell the teacher of characters in
the story.
The teacher will have students break up into groups and give each student a character, and have them
read the script, following the script and characters.
The teacher will observe students as they do this.
Explanation (10 minutes)

The teacher will ask students why they think a script is important.
The teacher will ask students and tell them what an interview is, and how it written like a script.
When you write a script of an interview, you put the name of who is talking, and then what they are
saying, so that someone who isnt there can understand the conversation.
The teacher will ask a student what their favorite color is, and record this script on chart paper:
Teacher: What is your favorite color John?
John: My favorite color is red.
The teacher will ask students whether a yes or no question would be appropriate for garnering detail.
The teacher will ask and give examples of yes or no questions and questions that gather more
information.
The teacher will tell students that they ask an adult about a piece of technology they use every day, and
what it was like when they were your age and you are going to write the script.
The teacher will use chart paper and write out 5 examples of questions they could ask. Students and the
teacher will work collaboratively to make them.
Elaboration and Evaluation (5 minutes)
The criteria will be told to students for their assignment and they are: you must ask 3 questions and get
3 answers from the person who talk to, and you must write out everything you and the person you
interview says.
This will be for homework and you have 1 week to do it and bring back to school in your
communication bag.
Accommodations
The lesson is also designed with UDL and appeals to a wide range of learning styles.
If there is no adult or problems finishing their interview, they can do an interview with me.
If there was a visually-impaired student, it would be crucial for them to be close to the front of the classroom
and in cases of extreme issues such as blindness, the Spot the Difference game would not be appropriate for a
classroom activity.
Groups can be pre-determined to account for different levels and any behavioral/class dynamic problems.

The interview assignment can be differentiated depending on need. Students who need some enrichment will be
told to ask more than 3 questions and use questions that were not created by the teacher-student discussion,
while students who need remediation can be given the questions to ask ahead of time (ex. use the examples
given in class) or be assigned to ask less questions.
Notes

Checklist for a summative assessment of understanding and conveying how technology

has changed over time, and understanding of the mini-lesson on script writing and
interviews.

Interview Assignment Checklist

Name: _____________________________________________
Criteria
Does the interview convey a difference
between technology from past to present?
Does the interview discuss at least 1 piece
of technology?
Did the student record the interview in a
script format?
Does the student appear to be thinking
about technology and how it has changed
over time?
Are writing conventions being discussed in
class being appropriately used?

Yes

No

Lesson 8
Name: Steven Carson

Grade Level: 2

Time: 55 minutes (day 1) + 1 hour (day 2)

Subject: You and Your World and Language

Arts
Topic: Technology, Read Aloud, and the Mighty
Middle

Date:

Curriculum Outcomes
You and Your World
Unit 2: Technology and their Community
GCO: Students will be expected to describe and evaluate the role of technology in their lives.
SCO: Students will be expected to identify examples of different kinds of technology.
SCO: Students will be expected to describe the technologies that affect their everyday lives.
SCO: Students will be expected to assess the effect of technology on their lives.
Language Arts
1. Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings and
experiences.
2. Students will be able to communicate information and ideas effectively and clearly, and to respond
personally and critically.
Students will be expected to contribute to small- and large-group interactions.
3. Students will be able to interact with sensitivity and respect.
4. Students will be expected to select, read, and view with understanding a range of literature, information,
media, and visual texts.
Students will be expected to use a combination of cues to sample, predict, and monitor
8. Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on
their thoughts, feelings, experiences, and learnings; and to use their imaginations
10. Students will be expected to use a range of strategies to develop effective writing and media produces to
enhance their clarity, precision, and effectiveness.
Students will be expected to use some conventions of written language.
Visual Arts
GCO 1: Students will be expected to create independently or collaboratively, a variety of artworks.
SCO 1.1: Create art works based on imagination and response to literature.
GCO 4: Students will be expected to reflect on and respond to their own and others art works.
SCO 4.4: Use descriptive language to talk about their own work.
Materials
Oreo cookies
Oreo cookie writing templates
Pencils and erasers
Paper for drawings

Pastels, crayons, pencil crayons, markers

Iggy Peck Architect
Rosy Revere, Engineer
Chart paper and marker
Smart Board
Jimmy Neutron: My Book of Inventions by Lara Bergen
Objectives for the lesson

Students will start to consider what technology does for them in their daily lives and what types of technology
they use throughout their day. They will learn about the mighty middle and the importance of detail to
conveying their message in their writing.
Procedure
Day 1
Engagement (5 minutes)
What the teacher will do

The teacher will show a clip from The Jetsons

on the SmartBoard, to help students start
imagining what technology could look like in
the future. < https://www.youtube.com/watch?
v=e8SC6bny1SA>
The teacher will lead a short conversation about
how technology looked different.
The teacher will read Jimmy Neutron: My Book
of Inventions by Lara Bergen and have students
begin thinking about inventions.

Exploration (20 minutes)

What the teacher will do

The teacher will have students go to the reading

corner.
The teacher will compile a list of people/jobs
students offer up in discussion when asked about
who would be involved in the creation of a city
(i.e. construction, architects, engineers, etc.)
The teacher will hold up Iggy Peck Architect
and ask students what they think the story is
about (make predictions).
The teacher will ask students what happened
during the story.
The teacher will ask a student if they know what
an architect is after the story.

What the student will do

Students will watch the clip and consider

how technology may look in the future.
Students will engage in a class discussion
about what technology may look like in the
future.

What the student will do

The students will offer ideas of jobs and

people who would be involved in creating a
city.
The students will listen to Iggy Peck
Architect.
The students will learn what an architect is.

The teacher will ask if we put architect on our

list, and if not, if we should add it.

Explanation and Elaboration (30 minutes)

What the teacher will do

What the student will do

The teacher will inform students that they will

each be given a part of a city and as a group,
create a city either underwater or in the sky.
The teacher will hand out a large sheet of white
paper and will give directions that on one side;
they will draw whichever part of the city they
are given by the teacher.
The teacher will split the class in half (one half
will do underwater, the other will do in the sky).
The teacher will have them draw for the part of
the city they will do. The options are: car, house,
school, hotel, restaurant, store, library,
playground/theme park, and movie theatre.
When the drawings are done, the teacher will
group them together based on if theyre
underwater or in the sky, and create a mural for
each on the bulletin board.

Students will be responsible for a part of a

future city in the sky or underwater.
Students will draw what this part of the city
would like in the future.

Procedure: Day 2
Engagement (12 minutes)
What the teacher will do

The teacher will have students go to the reading

corner.
The teacher will turn to the list we made of
people/jobs involved in creating a city, and
either discuss engineer or add it to the list and
then discuss.
The teacher will hold up Rosy Revere
Engineer and ask students what they think the
story is about (make predictions).
The teacher will ask students what happened
during the story.
The teacher will ask a student if they can now
explain what an engineer is.
The teacher will highlight the immense detail in
the story and how the words help to describe the

What the student will do

Students will listen to a story called Rosy

Revere Engineer.
Students will learn and discuss about
engineers.

detail in the picture.

Exploration (25 minutes)
What the teacher will do
What the student will do
The teacher will take the sentence from the story
Students will explore detail and discuss what
Alone in her attic, with the moon high above,
stories would be like without detail.
dear Rosie made gadgets and gizmos she loved.
Students will use an Oreo cookie as a model
and write it on chart paper.
for the mighty middle and understand that the
The teacher will write, Rosie made gadgets and
middle of the cookie, or in this case story, is
gizmos she loved underneath the first sentence.
important, and often times the best part.
The teacher will ask students to give ideas as to
Students will write an Oreo cookie story on a
what is different in the 2 sentences (i.e.
template provided by the teacher.
descriptive words, or, adjectives).
The teacher will use these as models of how to
lengthen what is being written.
The teacher will read a piece of writing and ask
students what could be added to make it longer.
The teacher will say adjectives are a way to
make the mighty middle.
The teacher will hold up an Oreo and ask
students if they love the middle of an Oreo.
The teacher will say just like a cookie, people
love the middle of a story, and the more detail,
the better.
Students will be given a sheet of paper with an
Oreo on it (in the top and bottom of the cookie,
there will be enough room for 1 sentence each,
and the middle have room for lots of sentences).
They will be asked to take the sentence of the
story and try to add more detail so that their first
and last sentences are in the cookies and the
middle of the story fills up the middle of the
Oreo.
Explanation and Elaboration (20 minutes)
What the teacher will do
The teacher will pass back the drawings from
their future cities.
The teacher will tell students they will write on
the back about 3 different types of technology
they drew/imagined and use detail to make a
mighty middle. Each explanation should have at
least 3 sentences.

What the student will do

Students will write about 3 pieces of
technology in their part of the city they
invented on the back.
Each explanation must be at least 3 sentences
and use detail.

Evaluation
The Oreo cookie writing will be formatively assessed for understanding of using detail in writing, and the
drawing/writing of a part of the city will be summatively assessed for both writing skill and understanding of
technology and its relevance in daily life.
Accommodations
The lesson is also designed with UDL and appeals to a wide range of learning styles.
The expectations for both writing activities can be adjusted to meet student needs. The Oreo Cookie writing
sheet could have lines drawn on it which would match the level of lines expected for students to write and
could be differentiated depending on students.
Notes

Below is a summative assessment checklist for the Oreo cookie mini-lesson writing
piece:
Oreo Cookie Writing Checklist: A Mighty Middle
Name:
Criteria
The first sentence is in the top cookie
The last sentence is in the bottom cookie
The middle of the cookie provides detail to
the writing
The middle of the writing is relevant and
adds productive detail to the readers
experience with the writing.

Successful?

Below is a rubric for the formative assessment of the students drawing and writing of the
city in the future. This rubric will be used to assess their work, and students will receive a
copy with simpler language to understand teacher expectations. When the assessment is
returned, I have a column that asks how can I improve, and students can set goals or ways
they can improve their work in each category, and will be given the opportunity to
improve them for re-assessment.

Neatness and
presentation

Great job!

Almost there!

The drawing
and writing are
very easy to
read and look
at. Used a lot of

The drawing
and writing are
mostly easy to
read and follow.

Were working
on it!
There are parts
that are hard to
read or follow.

How can I
improve?

Explanation of
technology

Product

Mighty Middle

care and effort

in making it.
The project has
at least 3 pieces
of technology
that are talked
about and they
are each
explained (ex. I
know what they
do and why the
are there)
The work
shows a lot of
passion (willing
to share detail,
informative)!
There was a lot
of effort, care,
and detail
added to the
writing and
drawing.
The writing
uses a lot of
important detail
and the drawing
supports that
detail. Each
explanation is
at least 3
sentences.

The project has

2 pieces of
technology that
are talked about
and explained.

The project has

1 piece of
technology that
is talked about
and explained.

The work
shows some
excitement. The
project shows a
lot of effort and
care but some
parts could
benefit from
some more
detail.

The work
shows a bit of
excitement, but
a lot of the
work seems
rushed and/or
incomplete and
more time and
care would
benefit the
work.
The writing and
drawing show a
bit of detail, but
the
explanations do
not have
enough detail
and are shorter
than 3
sentences.

The writing and

drawing shows
detail. Some
explanations do
not have
enough detail
and are shorter
than 3
sentences.