2nd Grade
In the two years that I taught 2nd grade at Westside Neighborhood School in Los Angeles, I integrated a wide range of projects into our curriculum.
Building a Community : Beautiful Beach
At Westside Neighborhood School we follow Scottish Storyline for our social studies curriculum. Scottish Storyline is an interactive, hands-on approach to learning social studies concepts. It gives children an opportunity to create, learn, and imagine through the lens of an invented character.
Our first social studies unit in 2nd grade centers around community. Students first learn about urban, suburban, and rural communities before they build their very own community in the form of a frieze (pictured here). Once students build and name their community, they create their characters. Each character has a specific job within the community - for instance, he/she may be a teacher, doctor, or firefighter. Once characters are created, students respond to several incidents. An incident is usually some kind of problem within the community, and the only way to resolve these incidents is to work individually and collaboratively to brainstorm a solution. Once different solutions are posed, students vote together to resolve the issue. However, students are not responding to these incidents as themselves. They are responding from the perpesctive of their characters. This ties into our social emotional learning curriculum, where we teach perspective-taking and empathy. It also gives students the safety of responding to real-life incidents through the lens of someone else. The biggest incident we had during our community unit was a nearby natural disaster (earthquake!) that left many homeless. As a neighboring community, do we offer space in our community to shelter victims? And if so, how do we make space for all of these families? After brainstorming and voting, we decided that if we tear down our community landmarks, we can make space to build homes and shelter for the victims. Overall, students learned a great deal through this unit. They not only learned the many different facets and functions of a community, but how to work together to solve real-life problems!
At Westside Neighborhood School we follow Scottish Storyline for our social studies curriculum. Scottish Storyline is an interactive, hands-on approach to learning social studies concepts. It gives children an opportunity to create, learn, and imagine through the lens of an invented character.
Our first social studies unit in 2nd grade centers around community. Students first learn about urban, suburban, and rural communities before they build their very own community in the form of a frieze (pictured here). Once students build and name their community, they create their characters. Each character has a specific job within the community - for instance, he/she may be a teacher, doctor, or firefighter. Once characters are created, students respond to several incidents. An incident is usually some kind of problem within the community, and the only way to resolve these incidents is to work individually and collaboratively to brainstorm a solution. Once different solutions are posed, students vote together to resolve the issue. However, students are not responding to these incidents as themselves. They are responding from the perpesctive of their characters. This ties into our social emotional learning curriculum, where we teach perspective-taking and empathy. It also gives students the safety of responding to real-life incidents through the lens of someone else. The biggest incident we had during our community unit was a nearby natural disaster (earthquake!) that left many homeless. As a neighboring community, do we offer space in our community to shelter victims? And if so, how do we make space for all of these families? After brainstorming and voting, we decided that if we tear down our community landmarks, we can make space to build homes and shelter for the victims. Overall, students learned a great deal through this unit. They not only learned the many different facets and functions of a community, but how to work together to solve real-life problems!
The Wonders of the Rainforest
Our social studies unit is a favorite for many second grade students. Together we research the flora and fauna of the rainforest, the Amazon river, and the people who reside there. We spend time learning about the layers of the rainforest before students build a rainforest frieze in the hallway, which depicts each layer. Students create their very own rainforest animals and carefully place them in the layer in which the live.
Our social studies unit is a favorite for many second grade students. Together we research the flora and fauna of the rainforest, the Amazon river, and the people who reside there. We spend time learning about the layers of the rainforest before students build a rainforest frieze in the hallway, which depicts each layer. Students create their very own rainforest animals and carefully place them in the layer in which the live.
Cocoa Pod Math : Arrays in the Rainforest
As students study the wonders of the rainforest, we spend time researching and learning about cocoa pods. We combine social studies with math for our Cocoa Pod Project, where students work in partnerships to design and create their very own cocoa pod. The beans inside a cocoa pod form a natural array, which coincides perfectly with our multiplication unit as we solve multiplication problems by drawing and looking at arrays.
Students use their knowledge of multiplication to draw out an array and write a math sentence, multiplying the number of columns and rows together to find the total number of beans within their pod.
As students study the wonders of the rainforest, we spend time researching and learning about cocoa pods. We combine social studies with math for our Cocoa Pod Project, where students work in partnerships to design and create their very own cocoa pod. The beans inside a cocoa pod form a natural array, which coincides perfectly with our multiplication unit as we solve multiplication problems by drawing and looking at arrays.
Students use their knowledge of multiplication to draw out an array and write a math sentence, multiplying the number of columns and rows together to find the total number of beans within their pod.
Change Makers of the United States
One of our most exciting, student-driven projects of the school year is our Change Makers project. Students individually research an American-born Change Maker of their choice, and put together a presentation about their chosen person. This project takes a little over two months from start to finish, and students learn important note-taking skills as they read a variety of books and articles to gather information. Students then create a poster, dress up as their historical figure, and present to parents. Their posters include important facts about the persons life, as well as a detailed account of their contributed to the United States. Through this multi-step project, students learn not only how to research and read for information, but how to take personal responsibility for their learning. It's incredible to see students grow and flourish as they work hard to plan their presentations, and the culmination is always an incredible celebration of learning!
One of our most exciting, student-driven projects of the school year is our Change Makers project. Students individually research an American-born Change Maker of their choice, and put together a presentation about their chosen person. This project takes a little over two months from start to finish, and students learn important note-taking skills as they read a variety of books and articles to gather information. Students then create a poster, dress up as their historical figure, and present to parents. Their posters include important facts about the persons life, as well as a detailed account of their contributed to the United States. Through this multi-step project, students learn not only how to research and read for information, but how to take personal responsibility for their learning. It's incredible to see students grow and flourish as they work hard to plan their presentations, and the culmination is always an incredible celebration of learning!
Student Created Math Games
imagining - designing - building - playing
Integrating projects into our math curriculum is one of my favorite aspects of teaching. I work with students to design, build, create, and play their very own math games. Each student comes up with a concept for their game, and then builds it using recyclable materials. They test out their math games and often find that they need to make changes or go back to the drawing board before finalizing their product. Their process teaching students the elements of design and the importance of flexible thinking, After working on this projects for several weeks, we celebrate by hosting "math game day," in our classroom, where students and teaches come by and play these creative and inventive games.
imagining - designing - building - playing
Integrating projects into our math curriculum is one of my favorite aspects of teaching. I work with students to design, build, create, and play their very own math games. Each student comes up with a concept for their game, and then builds it using recyclable materials. They test out their math games and often find that they need to make changes or go back to the drawing board before finalizing their product. Their process teaching students the elements of design and the importance of flexible thinking, After working on this projects for several weeks, we celebrate by hosting "math game day," in our classroom, where students and teaches come by and play these creative and inventive games.
Fair vs. Equal
One of the first lessons of the school year is Fair vs. Equal. In this lesson, we talk with students about the difference between fair and equal; how "fair" means that everyone gets what they need, but it may not look the same for instance. We talk about how some students need a pencil grip to help them learn to write, while other students may need a fidget to help them focus. After talking with students about the difference between fair and equal, we read out loud a variety of different scenarios for students to determine which was fair and which was equal. For instance, everyone has a backpack would fit under the "equal" category, whereas "someone has an adult helper" would fit under the "fair" category. This lesson is an important one, and truly helps students to understand that fair doesn't always mean having the same things, but it means that everyone gets what they need.
One of the first lessons of the school year is Fair vs. Equal. In this lesson, we talk with students about the difference between fair and equal; how "fair" means that everyone gets what they need, but it may not look the same for instance. We talk about how some students need a pencil grip to help them learn to write, while other students may need a fidget to help them focus. After talking with students about the difference between fair and equal, we read out loud a variety of different scenarios for students to determine which was fair and which was equal. For instance, everyone has a backpack would fit under the "equal" category, whereas "someone has an adult helper" would fit under the "fair" category. This lesson is an important one, and truly helps students to understand that fair doesn't always mean having the same things, but it means that everyone gets what they need.
Kindness Campaign: Acts of Kindness Across Second Grade
We started our kindness discussion by reading students "Each Kindness," by Jacqueline Woodson. This poignant story tells the tale of a young girl trying to fit in, but is teased and excluded by other students. This story made a huge impact with students, and let to a meaningful discussion about inclusion, empathy, and kindness. Second graders immediately came up with the idea of starting our own kindness campaign, where we would not only do acts of kindness every day, but document them and add them to our poster to inspire others. It was a wonderful, student-led experience!
We started our kindness discussion by reading students "Each Kindness," by Jacqueline Woodson. This poignant story tells the tale of a young girl trying to fit in, but is teased and excluded by other students. This story made a huge impact with students, and let to a meaningful discussion about inclusion, empathy, and kindness. Second graders immediately came up with the idea of starting our own kindness campaign, where we would not only do acts of kindness every day, but document them and add them to our poster to inspire others. It was a wonderful, student-led experience!
Zones of Emotion
As part of our social emotional learning curriculum, we talk with students about the zones of emotions. Students easily recognize that being in the red zone means feeling upset, angry, hurt, scared or overwhelmed. On the other end of the spectrum is the green zone, where we feel happy, calm and centered. When we start to feel those initial emotions of worry, sadness, or anxiety, we're in the yellow - but when those emotions escalate, they take us into the red. We discuss the importance of acknowledging those emotions while we're in the yellow, because then we can use strategies to bring us back into the green. However, once we're in the red, it can be more difficult or take longer to get back into the green. We then talk about different ways to reset - such as using a stress ball, taking deep breaths, going for a short walk, or getting some water. We also encourage students to resolve any kind of conflict when they are in the green, rather than trying to find a solution while they're still in the red. We use this language with students consistently throughout the school year, and they also communicate their feelings to us by verbalizing with zone they're in.
As part of our social emotional learning curriculum, we talk with students about the zones of emotions. Students easily recognize that being in the red zone means feeling upset, angry, hurt, scared or overwhelmed. On the other end of the spectrum is the green zone, where we feel happy, calm and centered. When we start to feel those initial emotions of worry, sadness, or anxiety, we're in the yellow - but when those emotions escalate, they take us into the red. We discuss the importance of acknowledging those emotions while we're in the yellow, because then we can use strategies to bring us back into the green. However, once we're in the red, it can be more difficult or take longer to get back into the green. We then talk about different ways to reset - such as using a stress ball, taking deep breaths, going for a short walk, or getting some water. We also encourage students to resolve any kind of conflict when they are in the green, rather than trying to find a solution while they're still in the red. We use this language with students consistently throughout the school year, and they also communicate their feelings to us by verbalizing with zone they're in.
Self-Portraits
We begin an end every school year with a self-portrait lesson. It's incredible to compare their self-portraits at the end of the year, and is a wonderful way for students to see how much they've grown artistically. Since I'm a painter as well as a teacher, I enjoy using my art background to lead this lesson and teach students about elements of art such as proportion, line, shape, and color.
We begin an end every school year with a self-portrait lesson. It's incredible to compare their self-portraits at the end of the year, and is a wonderful way for students to see how much they've grown artistically. Since I'm a painter as well as a teacher, I enjoy using my art background to lead this lesson and teach students about elements of art such as proportion, line, shape, and color.
