Hello, Guest!

Instructional Focus Document
Grade 2 Social Studies
TITLE : Unit 05: Working in Our Community SUGGESTED DURATION : 20 days

Unit Overview

Introduction

This unit bundles student expectations that address the basics of free enterprise economics. Economics is a study of the choices made in relation to production, consumption, and distribution of goods and services. In a free enterprise system communities and individual have the freedom to make decisions related to production and consumption. Many factors influence how these decisions are made. Most significantly is the necessity to meet basic needs. All individuals in a community play a role in the economy of the community, because everyone is a producer and a consumer. An examination of the role of producing and consuming is fundamental to understanding how economies operate.

Prior to this Unit

Prior to this unit, students learned about how the physical environment affects the location of communities and the human-environmental interactions that characterize communities. Additionally students developed spatial reasoning skills using maps and globes.  In Kindergarten and Grade 1 students have learned about the economic concepts of needs and wants, goods and services, markets, and scarcity. In this unit students expand on these concepts to include producing and consuming.

During this Unit

During this unit students study about the freedom of choices afforded in the free enterprise system and about how communities have economies that are characterized by consumers and producers. In the context of working in the community students learn about how they are producers and consumers and about the role technology plays in production and consumption.

After this Unit

In the next unit students learn about how communities develop unique cultures.


In a free enterprise system the individual has choices as a producer and consumer.

  • What motivates the economic choices of the individual?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

In a free enterprise economic system people have freedom of choice about producing and consuming.

  • What is the benefit of having a job?
  • What kinds of economic choices do people in a free enterprise economy have?

Economic Patterns

  • Scarcity/Choices
  • Economic Systems
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

To meet basic needs, communities have economies with producers and consumers.

  • What is the difference between producing and consuming?
  • What are some examples of how people are both producers and consumers in the community?
  • How does a natural resource get made into a product that someone can consume?
  • How do scientific advances and technologies help people to produce and consume?

Economic Patterns

  • Scarcity/Choices
  • Resources

Scientific/Technological Patterns

  • Mechanization
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None identified

Unit Vocabulary

income – money a person gets from working or selling goods and services
free enterprise system – economic system where people have freedom as consumers and producers
producing – to create goods and services
consuming – to use goods and services
technology – tools and inventions that make a task or job easier to do

Related Vocabulary

  • needs
  • wants
  • goods
  • services
  • economics
 
Unit Assessment Items System Resources

Show this message:

Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
2 Economics.
2.9 Economics. The student understands the value of work. The student is expected to:
2.9A Explain how work provides income to purchase goods and services.

Explain

HOW WORK PROVIDES INCOME TO PURCHASE GOODS AND SERVICES

Including, but not limited to:

  • Income is money that an individual earns through work; the individual uses the money to buy a good or service
    • Good – an object people need or want that can be touched or held
    • Service – an action that a person does for someone else
    • Work – physical or mental effort or activity directed toward the production or accomplishment of something
    • Income – money an individual earns by working
2.9B Explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money and where to live and work.

Explain

CHOICES PEOPLE MAKE IN U.S. FREE ENTERPRISE SYSTEM

Including, but not limited to:

  • Earning – People choose what work to do depending on skills and availability of work or their own inventiveness and where to work.
  • Spending – People choose what to buy, how much to spend on it, and why to buy it.
  • Saving – People choose how much to save, how often to save, and what to save for.
  • Where to Live and Work – People determine their basic needs, advantages, and skills. Free labor in the U.S. free enterprise system allows people to move wherever to best utilize all their talents and advantages

Free Enterprise System is the same as a capitalist or free market economy. In a market economy, individuals depend on supply, demand, and prices to determine the answers to the four economic questions of “what to produce,” “how to produce,” “how much to produce,” and “for whom to produce.” The system has four characteristics – economic freedom, voluntary exchange, private property, and profit motive.

2.10 Economics. The student understands the roles of producers and consumers in the production of goods and services. The student is expected to:
2.10A Distinguish between producing and consuming.

Distinguish between

PRODUCING AND CONSUMING

Including, but not limited to:

  • Produce – to manufacture or create economic goods and services
  • Consume – to purchase or use economic goods and services
2.10B Identify ways in which people are both producers and consumers.

Identify

WAYS PEOPLE ARE PRODUCERS AND CONSUMERS

Including, but not limited to:

  • Producers – people who make goods or provide services
  • Consumers – people who buy goods and services
  • People produce goods and/or services and purchase goods/services from others.
2.10C Examine the development of a product from a natural resource to a finished product.

Examine

DEVELOPMENT OF A PRODUCT FROM NATURAL RESOURCE TO FINISHED PRODUCT

Including, but not limited to:
Examples:

  • Local products
  • From tree to text book
  • From cotton boll to clothing
  • From ore to soda can
  • From peach to peach pie
  • From pecan to praline
  • From cow to steak
  • From wheat to bread
  • From peanut to peanut butter
  • From oranges to orange juice
2 Science, technology, and society.
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.

Describe

HOW SCIENCE AND TECHNOLOGY CHANGE COMMUNICATION, TRANSPORTATION, AND RECREATION (PAST AND PRESENT)

Including, but not limited to:

  • Communication technology has allowed for faster communication across larger spaces. Communication technology in modern times has evolved from via telegraph to telephone lines to satellite.
  • Transportation technology has allowed for quicker movement of goods and people. Transportation technology in modern times includes the use of railroads, automobiles, and airplanes.  Energy used to fuel transportation continues to be developed along with technology to produce eco-friendly forms of transportation.
  • The development of many labor saving devices, along with faster transportation and communication have freed up time previously spent on laborious task. This provided for the development of more recreational time in societies.  Additionally technologies associated with film making and  computer gaming have provided new recreational opportunities.
2.17B Explain how science and technology change the ways in which people meet basic needs.

Explain

HOW SCIENCE AND TECHNOLOGY CHANGE THE WAY PEOPLE MEET BASIC NEEDS

Including, but not limited to:

  • Technology changes have allowed for the faster production of products and the increased variety of products.
  • Time for recreation and work increased with the availability of electricity
  • Increased mobility to get to jobs or to markets
  • Many tasks are done faster
  • Use of machines makes some jobs less strenuous on the body
  • Fewer people needed for some tasks such as building a shelter
  • New jobs created to care for new technologies
2 Social studies skills.
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:
2.18D Sequence and categorize information.

Sequence, Categorize

INFORMATION

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.

Express

IDEAS ORALLY

Including, but not limited to:

  • Based on knowledge
  • Based on experiences
2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.

Create

WRITTEN AND VISUAL MATERIAL TO EXPRESS IDEAS

Including, but not limited to:

  • Stories
  • Poems
  • Maps
  • Graphic organizers
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/23/2018
Loading
Data is Loading...