Grade 02 Social Studies Unit 07 Exemplar Lesson 01: How...

Transcription

Grade 2
Social Studies
Unit: 07
Lesson: 01
Suggested Duration: 5 days
Grade 02 Social Studies Unit 07 Exemplar Lesson 01: How to Solve a Problem
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson
by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this
lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district
may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA
Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
The lesson addresses how the community is impacted by innovators like George Washington Carver. Students examine the life of
George Washington Carver and other innovators including those in the local community to learn about and use problem-solving skills
and imagine themselves as problem-solvers and innovators.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
2.2
History. The student understands the concepts of time and chronology. The student is expected to:
2.2A
Describe the order of events by using designations of time periods such as historical and present
times.
2.2B
Apply vocabulary related to chronology, including past, present, and future.
2.2C
Create and interpret timelines for events in the past and present.
2.3
History. The student understands how various sources provide information about the past and present.
The student is expected to:
2.3A
Identify several sources of information about a given period or event such as reference materials,
biographies, newspapers, and electronic sources.
2.3B
Describe various evidence of the same time period using primary sources such as photographs,
journals, and interviews.
2.4
History. The student understands how historical figures, patriots, and good citizens helped shape the
community, state, and nation. The student is expected to:
2.4B
Identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George Washington Carver who have
exhibited individualism and inventiveness.
2.4C
Explain how people and events have influenced local community history.
2.17
Science, technology, and society. The student understands how science and technology have affected
life, past and present. The student is expected to:
2.17A Describe how science and technology change communication, transportation, and recreation.
2.17B Explain how science and technology change the ways in which people meet basic needs.
2.18
Social studies skills. The student applies critical-thinking skills to organize and use information acquired
from a variety of valid sources, including electronic technology. The student is expected to:
2.18A Obtain information about a topic using a variety of valid oral sources such as conversations,
interviews, and music.
2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps,
electronic sources, literature, reference sources, and artifacts.
2.18C Use various parts of a source, including the table of contents, glossary, and index, as well as keyword
Internet searches to locate information.
2.18D Sequence and categorize information.
Last Updated 05/09/13
Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 19 Grade 2
Social Studies
Unit: 07
Lesson: 01
2.19
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected
to:
2.19A Express ideas orally based on knowledge and experiences.
Social Studies Skills TEKS
2.19
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected
to:
2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express
ideas.
2.20
Social studies skills. The student uses problem-solving and decision-making skills, working independently
and with others, in a variety of settings. The student is expected to:
2.20A Use a problem-solving process to identify a problem, gather information, list and consider options,
consider advantages and disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 02 Social Studies Unit 07 PI 01
Create an illustrated storyboard that shows how you would use the steps in the problem-solving process to solve a current problem in communication,
transportation, or recreation in a way that will improve community.
Standard(s): 2.4C , 2.17A , 2.19B , 2.20A
ELPS ELPS.c.1C , ELPS.c.1E
Key Understandings
Individuals solve problems through their inventiveness.
— Who are individuals who have solved problems through their inventiveness?
— How have individuals used science and technology to change the communication, transportation, or recreation systems of
communities?
Vocabulary of Instruction
innovation
invention
inventive
technology
community
problem
Materials
chart paper
chart or butcher paper
examples of soybeans, sweet potatoes, peanuts
glue/tape
information about innovations in communication, transportation and recreation
Information about innovators and innovations including those related to the local community
list of problems and innovations
list of problems and innovations to solve them
paper for drawing
picture of George Washington Carver
primary source information on George Washington Carver for student research
scissors
secondary source information on George Washington Carver for student research
sentence strips or lengths of register tape
timer
Attachments
Social Studies
Unit: 07
Lesson: 01
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Handout: George Washington Carver Note-taking Page (1 per student)
Handout: George Washington Carver Timeline (1 per student)
Handout: Solving a Problem (2 per student)
Teacher Resource: GWC Solving a Problem KEY
Handout: Innovations I Would Like to See (optional, 1 per student)
Handout: Innovation Changes Communities (1 per student)
Teacher Resource: PowerPoint: Change
Handout: People Solve Problems (1 per student)
Handout: Illustrated Storyboard PI (optional, 1 per student)
Resources
Advance Preparation
1. Become familiar with content and procedures for the lesson, including biographical informational about George Washington
Carver.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Gather primary and secondary sources about George Washington Carver, including grade-level appropriate biographies,
websites, and photographs.
6. Gather artifacts, including examples of peanuts, sweet potatoes, and soybeans.
7. Gather photos, trade books, and textbooks with photos illustrating the past in the community and Texas. Local historical societies,
online museums, and families of students can be good resources.
8. Prepare materials and handouts as needed.
Background Information
George Washington Carver: (18641943) – Born into slavery, he was unsure of his birthdate. After slavery was abolished, Carver lived with several foster
families as he sought an education. Encouraged by a teacher to study agriculture, he became the first African American to enroll at Iowa State College, which
today is Iowa State University. He completed his degree in 1894 and was invited by Booker T. Washington to teach at Alabama’s Tuskegee Institute.
Agriculture in the South had been geared toward tobacco and cotton, both of which depleted the soil of nutrients and left poor soil that could no longer produce
good crops with high yield. This was a significant problem in a region that had been devastated by war and whose economic system depended on agriculture.
The problem was how to improve income in the agricultural South. He looked at the problem in two ways: improving agricultural methods and finding crops
that would grow in the kind of soil that existed. He also worked to find products that could be made and sold from those crops that would grow. All Carver's
efforts were geared to increasing African-American farmers' economic independence.
During his tenure at Tuskegee, Carver devised innovative uses for soybeans, sweet potatoes, and peanuts. It was his goal to provide a more profitable market
for the crops of poor southern farmers.
He was committed to learning by doing, encouraging students to “figure it out for themselves.” An innovator behind “movable schools” that traveled between
communities to demonstrate new agricultural practices such as rotating crops, he emphasized the importance of education.
Upon his death, he donated his life savings to establish a research institute at Tuskegee University.
Adapted from:
Encyclopedia of World Biography. (n.d.). George washington carver biography. Retrieved from http://www.notablebiographies.com/Ca-Ch/Carver-GeorgeWashington.html
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These
lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit.
District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved
in the “My CSCOPE” Tab within the “My Content” area.
Social Studies
Unit: 07
Lesson: 01
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Place students in groups of four.
2. Distribute to each group a chart paper divided into three sections labeled
Peanuts, Sweet Potatoes, and Soybeans.
3. Show examples of soybeans, sweet potatoes, and peanuts.
4. For 3 minutes, students think of all of the ways they have enjoyed these
three items. (For example, they may have enjoyed peanuts in peanut butter
granola bars or peanut butter cookies; they may have enjoyed sweet
potatoes in sweet potato fries; and soybeans in edamame and as tofu in stir
fry.)
5. Show a picture of George Washington Carver.
6. Inform the class that they will be learning about George Washington Carver,
who discovered many of the innovative uses of these crops and encouraged
southern farmers to grow them.
George Washington Carver once said, “We must always keep in mind that
anything that helps fill the dinner pail is valuable.”
7. Post the following questions on the board to be investigated in this lesson:
What problem did George Washington Carver see?
How did he want to solve the problem?
EXPLORE – George Washington Carver Research
Materials:
examples of soybeans, sweet potatoes,
peanuts (consider any allergies your students
may have when handling these foods)
chart paper (1 per group of 4)
timer
picture of George Washington Carver
Purpose:
Learn about innovation and innovators, specifically George
Washington Carver.
TEKS: 2.4B, 2.18A, 2.19B
Instructional Note:
If students struggle, they could look in their
lunch boxes to see if any of those ingredients
are listed on packaging.
Some children’s biographies credit Carver with
inventing peanut butter, but the “Process of
Preparing Nut Meal” was patented by John
Harvey Kellogg in 1896, and peanuts ground
to a paste were eaten by the Incas nearly two
thousand years ago.
Suggested Day 1 (continued) – 30 minutes
1. Distribute to each student the Handout: George Washington Carver Note- Materials:
taking Page to complete individually.
secondary source information on George
2. Provide students access to primary and secondary source information on
Washington Carver for student research
George Washington Carver, including biographies. If students are going to
primary source information on George
be using the internet, provide instructions and follow district guidelines.
Washington Carver for student research
3. Student groups investigate the information about George Washington
Carver, discussing as a group but adding to their note-taking sheet
individually.
Attachments:
Handout: George Washington Carver
Note-taking Page (1 per student)
As you learn about George Washington Carver, write down details
that help us to know how he became an inventor and how he
Purpose:
helped people.
Students learn about the life and innovations of George
Washington Carver.
4. Circulate, listening to student discussion, probing with questions, clarifying
and correcting misinformation, and adding additional information as needed.
5. If desired, present additional information and resources about George
Washington Carver while students add information to their note-taking sheet.
EXPLAIN – George Washington Carver timeline
TEKS: 2.3A, 2.3B, 2.4B, 2.4C, 2.18B, 2,18C, 2,18D, 2.19B
Instructional Note:
Placing resources in centers for students to
access could be a successful strategy.
Follow district guidelines for using the Internet,
and check readability and appropriateness of
websites. Creating a links page to appropriate
websites is ideal.
The Handout: George Washington Carver
Note-taking Page is meant as a guide.
Adjust questions to consider class resources
and needs.
Social Studies
Unit: 07
Lesson: 01
1. After students complete their note-taking sheet, they meet with a new partner Materials:
(not in their original group) to compare information, adding and adjusting
chart paper (for class anchor chart)
information as needed.
2. Students share what they have discovered with the class. Teacher scribes to
create a class anchor chart about George Washington Carver.
3. Students answer the questions:
What problem did George Washington Carver see?
What are some ways he helped solve the problem?
EXPLORE – Historical Context
1. Ask: What are some of the things you do every day? (As students contribute ideas, write Materials:
them on the board. Possible answers may include coming to school, eating breakfast,
eating lunch, playing, watching TV, going to soccer practice, etc.)
2. Ask: If we had to put the things you do each day in chronological order, what would
come first? Second? Third? (Write the items in chronological order as students offer
responses.)
3. Explain that we can put historical events in chronological order as well. List the following
events on the board and ask what happened first, second, third, etc. Possible events
sentence strips or lengths of register tape
scissors
glue/tape
Attachments:
Handout: George Washington Carver
Timeline (1 per student)
(studied this year) include:
Revolutionary War (1776) including Paul Revere and John Hancock
Purpose:
Theodore Roosevelt (president 1901, national parks)
Put the events of George Washington Carver’s life in
chronological order, reinforcing the concept of chronology
Amelia Earhart (disappeared 1937)
and adding to their biographical knowledge. (TEKS 2.2)
WWII events (1941-1945): WASP, Navajo Code Talkers
TEKS: 2.2B, 2.2C, 2.4B, 2.18D, 2.19B
Instructional Note:
4. Add other important events with a brief explanation. Include the Civil War. (Students have
not yet studied the Civil War, but may have prior knowledge that could help them
understand the idea that Carver was born into slavery.)
5. Distribute sentence strips or register tape to students and the Handout: George
Washington Carver Timeline.
6. Students cut out the events and place them in chronological order on their addingmachine tape timeline. (Do not glue or tape the strips yet.)
7. Encourage students to contribute historical events that they know about. List the events
and then put them in chronological order. Possible events (studied this year) include:
Students who struggle with place value may
need help ordering the events. Remind
students to look at all four digits in the date.
If desired when talking about the Civil War, the
Emancipation Proclamation, slavery (Carver
born into slavery in 1864 in Missouri), and
Thurgood Marshall and his lifelong work to
support the ideals of the Declaration of
Independence (all men are created equal)
could be included and added to the timelines.
8. Add other important events with a brief explanation. Include the Civil War. (Students have
not yet studied the Civil War, but may have prior knowledge that could help them
understand the idea that Carver was born into slavery.)
9. Distribute sentence strips or register tape to students along with Handout: George
Washington Carver Timeline.
10. Students cut out the events and place the events in chronological order on their addingmachine tape timeline.
11. Add George Washington Carver to the class timeline and show the correct order of
events in his life. Partners check each other’s work before they glue the events in place.
12. Revisit the questions from Day 1. Students share what they have discovered about the
problem Carver wanted to solve.
What problem did George Washington Carver see? (i.e., people
were not able to make a living farming their land)
How did he want to solve the problem? (educate people, improve
farming methods, discover what would grow in the poor soil and then
create a market for those crops by discovering ways to use them)
EXPLAIN – George Washington Carver timeline
Social Studies
Unit: 07
Lesson: 01
1. Student partners take turns reading the events of George Washington
Carver’s life in order.
2. Encourage students to use academic vocabulary such as: before, after, next,
first, last, past, innovation, community, problem, and solution.
Instructional Note:
Adjust words students should use to include terms from
class discussion.
EXPLORE – Focus on Solving Problems
1. Present students with the steps of problem solving.
Materials:
Identify a problem
Gather information
List and consider options
Consider advantages and disadvantages
Choose and implement a solution
Evaluate the effectiveness of a solution
2. Distribute the Handout: Solving a Problem. Students can write on the
handout or use a sheet of notebook paper.
3. Facilitate a discussion modeling the problem-solving process as related to
innovations by George Washington Carver. (See example in Teacher
Resource: GWC Solving a Problem KEY.)
4. Facilitate a brainstorming discussion of problems that need solving in the
areas of transportation, communication, and/or recreation.
5. Scribe problems that students name (include transportation, communication,
and recreation problems; some recreation problems that might be included
are: need safer playground, a new park in the neighborhood, clothes that
repel grass stains, safer bicycle helmets).
6. Student pairs choose a problem from the list to think about.
7. Distribute another copy of the Handout: Solving a Problem for students to
use for their own process (if students use a separate piece of paper to write
on they will not need this second handout.)
Attachments:
Handout: Solving a Problem (2 per student)
Teacher Resource: GWC Solving a Problem
KEY
Handout: Innovations I Would Like to See
(optional, 1 per student)
Purpose:
Use problem-solving skills to create a solution to a
problem with transportation, communication, or recreation,
such as making the playground safer or making a toy better.
TEKS: 2.17A , 2.19B, 2.20A
Instructional Note:
The Handout: Solving a Problem is meant
as a guide. Adjust the questions as
appropriate for your classroom discussion.
For homework, students could discuss with an
adult the problem-solving process,
innovations, and existing problems (including
problems in transportation, communication,
and recreation) and local innovators.
8. Students, working in pairs, follow the problem-solving process to construct a
possible solution for the problem.
9. Circulate, conferring with groups as they work to ensure that students are
using the problem-solving model.
10. Student pairs present their problems and solutions to the class.
11. For homework for Day 4, students interview others (adults, family members)
to gather ideas of problems they see in transportation, communication, and
recreation and innovations that they would like to see. If desired, use the
Handout: Innovations I Would Like to See.
EXPLAIN
1. Students complete the following sentence stem and provide evidence to
support their statement.
George Washington Carver was a problem solver. I know this
because ________________________.
2. Students share their sentences with a partner.
3. Post the sentences. Add illustrations if desired.
EXPLORE – Local Innovators
1. Introduce the next topic of the lesson using words such as:
Materials:
George Washington Carver was an innovator.
Are there other innovators?
Are there innovators in our local community?
information about innovators and innovations
including those related to the local community
TEKS: 2.17A, 2.17B, 2.19A, 2.19B
Social Studies
Unit: 07
Lesson: 01
2. Students think about the industries in their community.
What is made here?
How do people use the products that are made here?
What problems do they solve?
3. Write the following words on the board: sweet onions, jazz music, computers, internet
connection, wild seed harvester, and integrated circuit. Ask: Do you know about any of
these innovations and how they affect your lives?
4. Facilitate a discussion where students share their ideas about innovations and
innovators in the local community. Some examples include:
Noonday, Texas, is famous for their breed of sweet onions.
Denton, Texas, is known for its innovative jazz music.
Dell Computer in Austin, Texas, developed a new process for delivering
products (computers) from the manufacturer directly to the consumer.
J.W. Breeden of Smithville, Texas, found that broadband internet
connection was often not available in rural areas of Texas, so, while still in
high school, he started a company (LiveAir Networks) to provide
broadband internet access “using microwave technology usually mounted
on water towers, across 2,400 square miles in part of five counties.”
John R. Thomas of Wildseed Farms in Fredericksburg, Texas, found “few
sources for wildflower seeds, and the seeds that were available were
prohibitively expensive,” so he founded Wildseed Farms. “He developed a
machine to plant the tiny seeds and another to harvest them. The
company pioneered the practice of planting wildflowers in rows on large
acreage.” The company has since received Entrepreneur of the Year and
innovator awards.
Texas Instruments of Dallas, Texas, introduced the integrated circuit
which allowed design of smaller products (i.e., radios no longer had to be
tabletop models; they could now fit in your hand. The IC changed the way
we work and play; it made possible computers, cell phones, etc.). (Jack
Kilby, 1959)
Purpose: Students examine innovators in the local
community.
Instructional Note:
Innovator: someone who begins something
new such as a new idea, method or device.
Innovations do not have to be manufactured
products; they can be ideas or processes,
related to agriculture or culture.
Inviting a local innovator into the classroom
would be an excellent way to reinforce the
idea that people do change the local
community. An entrepreneur, industry worker,
restaurant owner, or another innovator could
come share with the students.
EXPLAIN
1. Students illustrate an innovation and write three sentences about the
innovation and how it helped solve a problem.
Materials:
paper for drawing
EXPLORE – Innovations change communities
1. Place students in groups of 4 or fewer.
Materials:
2. Distribute to each student the Handout: Innovation Changes
Communities.
3. If desired, use the Teacher Resource: PowerPoint: Change to introduce
the idea that innovations have affected life and changed communities,
having a ripple effect and influencing further innovation and change.
4. Display photographs or illustrations from the past to show means of
communication in the past and present.
5. Facilitate a discussion to consider means of communication in the past and
their advantages and disadvantages. Then discuss means of
communication in the present and their advantages and disadvantages.
6. Model for students how to record observations on the Handout: Innovation
Changes Communities note-taking sheet. An example could be:
Mark on the Past side, “People wrote letters.”
On the Present: Innovation and Change side, mark “People use cell
phones and computers (Skype and email) to communicate immediately.”
(People still do write and mail letters, but there are now other options.)
information about innovations in
communication, transportation and recreation
Attachments:
Handout: Innovation Changes
Communities (1 per student)
Teacher Resource: PowerPoint: Change
Purpose:
Observe changes in the community made by innovation and
reinforce the concept that innovation improves life in our
communities.
Instructional note:
Follow district guidelines for acceptable use of the Internet. A
local historical society may be helpful finding pictures of the
past.
Social Studies
Unit: 07
Lesson: 01
7. Provide access to books, pictures, and websites that may provide information
about innovations in communication, transportation and recreation.
8. Encourage students to find at least four similarities and four differences
between the modern and historical times. Focus on communication, but also
consider transportation and recreation.
9. Circulate as the students explore. Ask students about their observations.
Listen for and correct misconceptions.
10. Students share out after the students have completed their observation form.
11. Act as scribe during class discussion to create a Tchart compiling students’
ideas. Expand discussion to emphasize how the innovations have changed
the way people work and play and the way communities work. Include
“ripples” of the innovation. (For example, telephones increased the speed
with which people could communicate, which caused a need for telephone
companies to facilitate the communication, the need for telephone lines,
which caused problems including downed lines, which prompted innovations
that eventually led to wireless and satellite communications, etc.)
EXPLAIN – 321
1. Students write down:
3 innovations in communication
2 ways these innovations have changed the way people work and play
1 future innovation (in communication) that is needed
EXPLORE Problems in the Community
1. Conduct a brainstorm discussion where students share their ideas (and
ideas from adults and family members they have spoken to).
Materials:
2. Create a class list.
3. Add student responses to the list begun on Day 1. Leave the list posted so
students can refer to it for the Performance Indicator on Day 5.
Handout: Innovations I Would Like to See
(optional, completed student interview forms
from Day 2 and 1 for display creating a class
list)
EXPLAIN
1. Student pairs choose the top three innovations they would like to see.
Materials:
2. They then choose one to discuss, working through the process introduced in
the Handout: Solving a Problem.
list of problems and innovations to solve them
Handout: Solving a Problem from Day 2
ELABORATE – Summarize Learning
Suggested Day 5 – 10 min
1. Distribute the Handout: People Solve Problems.
Attachments:
2. Students think about and add information to the handout.
3. Students use their handout to help participate in a discussion where they
support the Key Understanding by providing evidence that answers the
guiding questions.
Handout: People Solve Problems (1 per
student)
- Who are individuals who have solved problems through their
inventiveness?
- How have individuals used science and technology to change
the communication, transportation, or recreation systems of
communities?
4. Students add information to their handout as the discussion progresses.
EVALUATE – Performance Indicator
Social Studies
Unit: 07
Lesson: 01
Grade 02 Social Studies Unit 07 PI 01
Create an illustrated storyboard that shows how you would use the steps in the problemsolving process to solve a current problem in communication, transportation, or recreation
in a way that will improve community.
Standard(s): 2.4C , 2.17A , 2.19B , 2.20A
ELPS ELPS.c.1C , ELPS.c.1E
Materials:
Handout: Solving a Problem (optional, 1 per
student)
list of problems and innovations
Attachments:
Handout: Illustrated Storyboard PI
(optional, 1 per student)
TEKS: 2.4C; 2.17A; 2.19B; 2.20A
Social Studies
Unit: 07 Lesson: 01
George Washington Carver- Inventor and Innovator
Biographical Data
Products Invented
Three sentences about George Washington Carver:
1.
2.
3.
©2012, TESCCC
05/09/123
page 1 of 1
Grade 2
Social Studies
Unit: 07 Lesson: 01
George Washington Carver Timeline
Cut out the events and place them in chronological order to form a timeline.
In 1889, George Washington Carver printed his first bulletin to farmers. It
explained how to use acorns as feed for farm animals.
In 1916 he published his bulletin “How to grow the peanut and 105 ways
to prepare it for human consumption”. His recipes from this bulletin were
reprinted in many magazines.
In 1896, Booker T. Washington invited George Washington Carver to be
in charge of the Agriculture Department at the Tuskegee Institute.
George Washington Carver was born into slavery in 1864.
In 1881, George studied at the Iowa State Agricultural College. He was
the first African American to study there. He later became an instructor
there.
In 1921, George Washington Carver testified before Congress, asking
them to put a tax on foreign peanuts, so that more people would buy
peanuts grown in the South.
George Washington Carver was first put on a U.S. postage stamp in
1948.
©2012, TESCCC
4/24/13
page 1 of 1
Grade 2
Social Studies
Unit: 07 Lesson: 01
Solving a Problem
There are six steps to solving a problem. On the back or on another sheet of paper,
consider a problem and think about how to solve it. Use this process.
1. Identify a problem
What is the problem that needs solving?
2. Gather information
What do we know about the problem? Who does the problem affect?
How do we know it is a problem? What are the effects of the problem?
3. List and consider options
What might it look like if the problem were solved? How could we solve
the problem? Would an invention help solve the problem? Would
community action help solve the problem?
4. Consider advantages and disadvantages
What are some advantages of each of your options? What are some
disadvantages of each of your options?
5. Choose and implement a solution
Which option would be the best solution? Why do you say this?
6. Evaluate the effectiveness of the solution
How will you know if the problem is solved? How will you evaluate the
effectiveness of the option implemented? When will you evaluate the
effectiveness of the option?
©2012, TESCCC
4/24/13
page 1 of 1
Grade 2
Social Studies
Unit: 07 Lesson: 01
GWC Solving a Problem KEY
There are six steps to solving a problem. On the back or on another sheet of paper,
consider a problem and think about how to solve it. Use this process.
Suggestions for inclusion in the discussion are shown. Answers will vary.
1. Identify a problem
What is the problem that needs solving?
People were not able to make a living farming the poor soil on their
farms. The soil was too poor to grow cash crops such as cotton and
tobacco.
2. Gather information
What do we know about the problem? Who does the problem affect?
How do we know it is a problem? What are the effects of the problem?
The problem affected small farmers, especially people who had
previously been enslaved and who typically were able to afford only
small plots of the poorest quality land. They were not able to make
enough money selling their crops to support their families.
3. List and consider options
What might it look like if the problem were solved? How could we solve
the problem? Would an invention help solve the problem? Would
community action help solve the problem?
Some example options might include: 1) giving everyone larger plots of
high quality land, 2) not farming and working in other jobs instead, 3)
improving the quality of land, 4) growing other crops that could produce
more income
4. Consider advantages and disadvantages
What are some advantages of each of your options? What are some
disadvantages of each of your options?
1) giving everyone larger plots of high quality land
Advantage: more land would help them grow more crops and make
more money
©2012, TESCCC
05/09/13
page 1 of 2
Grade 2
Social Studies
Unit: 07 Lesson: 01
Disadvantage: may not be enough land to give everyone more or
they may not be able to afford more land
2) not farming and working in other jobs instead,
Advantage = people would earn money for their family to survive
Disadvantage = fewer farmers would hurt the supply of food for our
country
3) improving the quality of land,
Advantage = would help the land grow abundant crops
Disadvantage = would take time and money to do the improvements
4) growing other crops that could produce more income
Advantage = would help the farmers survive, provide products for the
country, and may even help the soil gain back nutrients
Disadvantage = might be a risk to grow something never grown
before in that area
5. Choose and implement a solution
Which option would be the best solution? Why do you say this?
4) growing other crops that could produce more income
The advantages are more significant than the disadvantages.
6. Evaluate the effectiveness of the solution
How will you know if the problem is solved? How will you evaluate the
effectiveness of the option implemented? When will you evaluate the
effectiveness of the option?
The solution was effective because the crops were produced, sold,
and nutrients were put back into the soil. It was a win/win solution.
©2012, TESCCC
05/09/13
page 2 of 2
Grade 2
Social Studies
Unit: 07 Lesson: 01
Innovations I Would Like to See
We are studying innovations. Innovations are new ideas, products, or processes that solve
problems and help make our lives easier.
In the area of communication:
What problems are there? What innovations would you like to see?
Problem
Innovation
In the area of transportation:
Problem
Innovation
©2013, TESCCC
05/07/13
page 1 of 2
Grade 2
Social Studies
Unit: 07 Lesson: 01
In the area of recreation:
Problem
Innovation
©2013, TESCCC
05/07/13
page 2 of 2
Grade 2
Social Studies
Unit: 07 Lesson: 01
Innovation Changes Communities
Past
©2012, TESCCC
Present: Innovation and change
10/15/12
page 1 of 1
Grade 2
Social Studies
Unit: 07 Lesson: 01
People Solve Problems
— Who are individuals who have solved problems through their
inventiveness?
— How have individuals used science and technology to change
the communication, transportation, or recreation systems of
communities?
Individual
©2012, TESCCC
Invention/innovation
10/15/12
How changed community
page 1 of 1
Grade 2
Social Studies
Unit: 07 Lesson: 01
Illustrated Storyboard
To solve the problem of __________________________________________, my plan is to:
Step 1
Step 4
©2012, TESCCC
Step 2
Step 3
Step 5
Step 6
10/15/12
page 1 of 1

Grade 02 Social Studies Unit 07 Exemplar Lesson 01: How...

Transcription

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