Grade 2

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 Days

Grade 02 Social Studies Unit 05 Exemplar Lesson 03: Resources, Weather, and HazardsGrade 02 Social Studies Unit 05 Exemplar Lesson 03: Resources, Weather, and Hazards

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 implementingCSCOPE 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

Students look at the weather and seasonal patterns, natural resources, and natural hazards of different regions and consider how these

physical characteristics affect settlement patterns.

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.

2.7 Geography. The student understands how physical characteristics of places and regions affect people's activities

and settlement patterns. The student is expected to:

2.7A Describe how weather patterns and seasonal patterns affect activities and settlement patterns.

2.7B Describe how natural resources and natural hazards affect activities and settlement patterns.

2.7C Explain how people depend on the physical environment and natural resources to meet basic needs.

Social Studies Skills TEKS

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:

2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic

sources, literature, reference sources, and artifacts.

2.19 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.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 02 Social Studies Unit 05 PI 03

Given a choice of regions, choose a region you think would be best to live in. Write a poem about the region justifying your choice and providing information on

natural resources, natural hazards and weather patterns; how the physical characteristics of the region affect people's activities; and how people use the physical

environment and natural resources to meet basic needs.

Standard(s): 2.7A , 2.7B , 2.7C , 2.19B , 2.20B

ELPS ELPS.c.5B

Key Understandings

Availability of natural resources and the effects of natural hazards and weather patterns determine people’s activities and settlementpatterns.

— How do weather patterns and seasonal patterns affect activities and settlement patterns?

— How do natural resources and natural hazards affect activities and settlement patterns?

— How do people depend on the physical environment and its natural resources to meet basic needs?

Vocabulary of Instruction

weather pattern

seasonal pattern

settlement pattern

physical environment

natural resource

natural hazard

Last Updated 05/06/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 13

Materials

Refer to the Notes for Teacher section for materials.

Attachments

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: Regions of Texas Map (optional, 1 per student)

Handout: Natural Resources in Texas (1 per student)

Handout: Weather Matching (1 per student)

Handout: Natural Hazards (1 per student)

Teacher Resource: Natural Hazards KEY

Resources

Information on natural resources in Texas, including oil and gas http://www.beg.utexas.edu/UTopia/images/pagesizemaps/oilgas.pdf

Information on ecology regions of Texas (trees) http://texastreeid.tamu.edu/content/texasEcoRegions/

Information on water in Texas http://tx.usgs.gov/

Possible optional poems about the weather, seasons, where people live, natural hazards, natural resources.

Deserted Island by Kristen Otto

Desert Island by Jim O’DonnellWater of Life by Reinette J. Rensburg

Who has seen the Wind by Christina Rosetti

Stopping by Woods on a Snowy Evening by Robert Frost

Rain, Rain, Go Away

U.S. Geological Survey website: http://www.usgs.gov/natural_hazards/

Advance Preparation

1. Become familiar with content and procedures for the lesson.

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. Collect information about natural hazards from books and websites.

6. Prepare materials and handouts as needed.

Background Information

Natural hazards, natural resources, weather and seasonal patterns affect communities and peoples’ settlement patterns.

region – areas of the Earth’s surface that have similar physical or human characteristics distinctive from the characteristics of neighboringareas

settlement pattern – distribution of human activities across the landscape and the spatial relationship between these activities andfeatures of the natural and social environment

weather pattern – the state of wind, temperature, and precipitation; a geographic factor that is a physical characteristic of place

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” Tabwithin the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Basic Needs

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 10 minutes

Grade 2

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 Days

Last Updated 05/06/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 13

1. Show a picture of a deserted island, or read a poem about a deserted island.

Ask:

If you were on a deserted island, what would you need?

2. In triads, students brainstorm a list of items they would need, placing them in

three categories – Food, Clothing, and Shelter (i.e., an axe to build a shelter.)

3. Students share their ideas with the class.

4. Continue the discussion by asking students to think about the food, shelter and

clothing that are typical in the local community. Ask questions such as:

Where do these things come from?

What are they made of?

5. Divide students into three groups. The first group brainstorms where the food

they eat comes from (other than the grocery store). The second group

brainstorms what the shelters they live in are made of. The third group

brainstorms what their clothing is made from. (Some groups may speculate on

how those things get to be the products they use.)

6. Facilitate a discussion where student share their ideas and begin to see a

relationship between products they use and basic needs. They also see that the

products come from somewhere and are made from natural resources. After they

compile their list, students circle any of the items on their list that might come from

the local community.

7. Show students a map of Texas. If desired, use the Handout: Regions of Texas

Map.

8. Ask students what kinds of fresh foods might be found more easily in one area

than in another. (For example, you may more readily find fish and citrus in Corpus

Christi than in Ft. Worth, excluding grocery stores.)

9. Set the goal of the lesson by using words such as:

Many things in the physical environment affect our lives.

Natural resources help people meet their needs. People depend on

natural resources and other features of the physical environment to

meet basic needs.

Weather and the seasons are features of the physical environment.

They affect the activities of people in an area/community. They affect

where people live.

How do the seasons and weather affect how people meet their basic

needs?

How might the seasons and weather affect where people settle?

How might the seasons and weather affect activities of people?

Materials:

poem about a deserted island (optional)

picture of a deserted island (optional)

chart paper

pictures of an island

Attachments:

Handout: Regions of Texas Map (optional, 1

per student)

Purpose:

Explore the idea that people use the natural resources in their

community to meet their needs.

TEKS: 2.7B, 2.7C

Instructional Notes:

Poems and pictures can be found through an Internet search.

The library or classroom materials may contain resources that

could be used.

Students need to think about how the physical characteristics of

a place affect how we live. Near the ocean, fresh fish is readily

available. People play at the beach. In Ft. Worth, fish has to be

trucked or flown in. When people want to swim, they have to go

to a pool or water park.

EXPLORE – Natural Resources Suggested Day 1 continued – 30 minutes

1. Students brainstorm (recall) the meaning of the term Natural

Resources and give examples.

2. Display maps showing the location of some resources in Texas

(see Materials in Notes for Teacher). Students interpret the

maps to make inferences about Texas natural resources such

as oil and gas, trees, and water.

3. Students consider how the natural resources of a place affect

the people that live there, including where they choose to live

and the activities they perform as a result of the natural

resources (i.e., natural resources provide raw materials for

products; people make a living as a result of natural resources;

natural resources help meet basic needs; and people live where

natural resources are available).

4. Facilitate a discussion where students share their ideas and the

teacher provides or corrects information. Highlight natural

resources in the local area and contrast them with natural

Materials:

information on natural resources in Texas, including oil and gas:

http://www.beg.utexas.edu/UTopia/images/pagesizemaps/oilgas.pdf

information on ecology regions of Texas (trees):

http://texastreeid.tamu.edu/content/texasEcoRegions/

information on water in Texas: http://tx.usgs.gov/

Instructional Notes:

In Kindergarten (TEKS K.5A) and Grade 1 (TEKS 1.6AB), students were introduced to

natural resources.

Natural resources are items provided by nature from which people produce goods

and provide services. Some examples of natural resources include water, soil, trees,

and oil as well as minerals and metals such as gold and iron ore. Even abundant

fish can be a natural resource.

Grade 2

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 Days

Last Updated 05/06/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 13

resources in another region of the state. (Regions of the state

include the following: Mountains and Basins, Great Plains, North

Central Plains, Coastal Plains). Pose questions such as:

What are natural resources?

What are some examples of natural resources found in

Texas?

What are some examples of natural resources found in

our area?

How do these natural resources affect the activities of

people in the area?

5. Use the textbook and other classroom materials to provide

further background on the regions of Texas and their natural

resources, landforms, and other physical characteristics.

EXPLAIN – Natural Resources Suggested Day 1 continued – 10 minutes

1. Distribute the Handout: Natural Resources in Texas.

2. Students draw and label a picture of a natural resource in each of the boxes

around the map and draw lines from the boxes to at least one area of Texas

where the natural resource is found.

3. Add a sentence or drawing to each box to tell or show how the natural resource

affects activities of people in the area.

4. Students share their maps with a partner while the teacher circulates, probing

with questions, correcting misinformation, and providing additional information as

needed.

Attachments:

Handout: Natural Resources in Texas (1 per

student)

EXPLORE – Weather and Seasons Suggested Day 2 – 35 minutes

1. If desired, read poems about the weather and seasons or show pictures of the

weather and seasons (optional).

2. Students name the four seasons, which the teacher scribes in four quadrants of

the board or chart/butcher paper.

3. Students discuss the types of weather that occurs in each of the seasons,

contributing to the list.

4. Continue the discussion, bringing in effects of the physical environment on

human activities by asking questions such as:

Do you play differently in winter than in summer?

What sorts of things change when you play in the winter than when

you play in the winter?

5. Add activities to the lists for the seasons.

6. Help students come to the conclusion that the physical environment affects

human activities. To consider how the weather and seasons affect activities of

people use questions such as:

We just learned about how natural resources affect things people do.

How do the seasons and weather affect people’s activities?

7. Distribute to each student the Handout: Weather Matching and a piece of

construction or manila paper.

8. Students should fold the construction or manila paper into four equal sections.

9. As a class, using a reading strategy that is successful for your class, read aloud

the four brief passages about the weather and seasons.

10. Students cut apart the four passages and four strips of pictures.

11. They need to independently re-read the passages and match each passage to

the pictures that are the best match.

12. Once the students have made their matches, they should glue one passage and

one strip of pictures into each of the four sections of the colored paper.

Materials:

poems about seasons (optional)

pictures of the seasons (optional)

chart/butcher paper

construction or manila paper

glue

scissors

Attachments:

Handout: Weather Matching (1 per student)

Purpose:

Weather and seasons affect the activities of people.

TEKS: 2.7A

Instructional Note:

Poems for the seasons can be found online or in the library.

Grade 2

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 Days

Last Updated 05/06/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 13

13. After the students have made their matches, they meet with a partner and briefly

discuss why they made their matches.

14. Display a map of Texas and discuss various regions of Texas (Regions of the

state include the following: Mountains and Basins, Great Plains, North Central

Plains, Coastal Plains). Guide a general discussion about how the weather and

seasons differs in different regions.

15. Facilitate a discussion where students speculate on how the weather and

seasons affect people’s activities, where they settle, and how people meet theirneeds for food, clothing, and shelter (i.e., people grow different foods depending

on the weather and seasons; people dress differently in response to the

weather/seasons; houses may be different as a result of weather patterns with

more or less insulation, more or less air conditioning, situated to take advantage

of or block wind, on stilts because of floods).

How might the seasons and weather affect where people settle?

How might the seasons and weather affect activities of people?

EXPLAIN – Weather and seasons Suggested Day 2 continued – 15 minutes

1. In each of the four quadrants of their manila paper, students should write a

sentence to provide an example of how weather patterns and seasonal patterns

affect activities and settlement patterns and how people meet their basic needs

(i.e., in cold weather, people dress differently in response to their need for

shelter; they do different things – they do not swim in the lake in the winter, somefoods are not available in the winter because they grow in the summer).

Materials:

completed manila paper chart from Explore

EXPLORE – Natural Hazards Suggested Day 3 – 20 minutes

1. Post the following sentences prominently in the classroom:

Natural hazards can destroy human life and property.

Natural hazards are not caused by people.

2. Ask students if they have heard of any natural hazards. Students may be familiar

with different natural hazards depending on where they live and can share

information.

3. Prompt students as they think.

What things caused by nature can be dangerous for people?

(hurricanes, earthquakes, tornadoes, volcanoes, fires, floods, insect

infestations)

4. After students share their thoughts, distribute the Handout: Natural Hazards.

5. In pairs, students read the information page and then complete the questions

independently.

6. After students have completed the questions, students meet in pairs to check

their work against the information page (see Teacher Resource: Natural

Hazards KEY).

7. Facilitate a discussion where students relate natural hazards to settlement

patterns (i.e., people may choose not to live in areas that are prone to natural

hazards; they may adapt building techniques to build shelters that better

withstand natural hazards – build houses on stilts, use materials that will not burn)and relate natural hazards to activities (i.e., training on what to do in a natural

hazard emergency.)

Materials:

pictures and information on natural hazards:

http://earthobservatory.nasa.gov/NaturalHazards

Attachments:

Handout: Natural Hazards (1 per student)

Teacher Resource: Natural Hazards KEY

Purpose:

Natural hazards affect the activities of people as well as their

settlement patterns.

TEKS: 2.7B

Instructional Notes:

A natural hazard is a process or event in the physical

environment, not caused by humans and not predictable, but

which can destroy human life and property. Natural hazards

include hurricanes, earthquakes, tornadoes, volcanoes, fires,

floods, and insect infestations.

Fascinating information on natural hazards is available at the

U.S. Geological Survey website:

http://www.usgs.gov/natural_hazards/

EXPLAIN – Natural Hazards Suggested Day 3 continued – 15 minutes

1. Distribute drawing paper to students.

2. Students draw a picture of two natural hazards and tell how the natural hazard

affects people’s activities and settlement patterns (orally or in a caption).

Materials:

paper for drawing

ELABORATE – Summarize Suggested Day 3 continued – 15 minutes

1. Bring all learning together in a discussion where students use academic language

to explain how people depend on the physical environment and natural resources

Grade 2

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 Days

Last Updated 05/06/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 13

to meet basic needs, answering the guiding questions and supporting the Key

Understanding.

Availability of natural resources and the effects of natural hazards and

weather patterns determine people’s activities and settlementpatterns.

- How do weather patterns and seasonal patterns affect activities and settlement

patterns?

- How do natural resources and natural hazards affect activities and settlement

patterns?

- How do people depend on the physical environment and its natural resources to

meet basic needs?

EVALUATE – Performance Indicator Suggested Day

Grade 02 Social Studies Unit 05 PI 03

Given a choice of regions, choose a region you think would be best to live in. Write a poem about

the region justifying your choice and providing information on natural resources, natural hazards

and weather patterns; how the physical characteristics of the region affect people's activities;

and how people use the physical environment and natural resources to meet basic needs.

Standard(s): 2.7A , 2.7B , 2.7C , 2.19B , 2.20B

ELPS ELPS.c.5B

1. If desired, display the Handout: Regions of Texas Map or another map of

Texas.

2. Allow students to access materials from the previous days as they write their

poem.

Materials:

map of Texas for display (optional)

Attachments:

Handout: Regions of Texas Map

Instructional Notes:

Students can refer to the products they have created in the

previous days of this lesson.

Poem patterns that might be chosen include: acrostic, alphabet

poem, haiku, list poem, rhyming couplets, limerick, diamonte,

and shape poem.

Grade 2

Social Studies

Unit: 05

Lesson: 03

Suggested Duration: 4 Days

Last Updated 05/06/13

Print Date 06/18/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 13

Grade 02 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 07/25/12 page 1 of 1

Regions of Texas Map

Grade 2 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 07/25/12 page 1 of 1

Natural Resources in Texas

Grade 2 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 04/12/13 page 1 of 2

Weather Matching

In this season, the weather is colder and days are shorter. Families wear winter coats and

sometimes hats and gloves. Families use fireplaces or heaters to heat their homes.

Children play outside with the right clothing. Sometimes, if there is snow, children get to

build snowmen or throw snowballs.

In this season, the weather begins to warm up. Many people begin planting their gardens.

It often rains, and people still have to wear a jacket on some days. Children might fly kites

or play baseball in the park.

In this season, farmers harvest. The weather begins to cool off. People sometimes have to

wear warm clothes. Children might play in the changing leaves or play football.

In this season, the temperatures rise and days get long. People may wear shorts. People

have to drink lots of water. Children might swim in the pool or throw water balloons.

Spring Summer Fall (Autumn) Winter

Grade 2 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 04/12/13 page 2 of 2

Photo credit from left to Right and Top to bottom: (1, 3-16) Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

Photo Credit for Image 2: (2013). Green home cleaning products. (2013). [Web Photo]. Retrieved from http://hubpages.com/topics/home/cleaning/green-cleaning/3151

Grade 2 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 07/25/12 page 1 of 2

Natural Hazards

Flood Some areas are more likely to have flooding. This sometimes happens because people build on low ground. This means that when the rain runs off, it collects in the lowest places. People do different things to prepare for flooding. Some roadways that flood have warning signs. In some flood zones where flooding is common, people build their houses on high ground or even on stilts.

Tornadoes In some areas, people have to prepare for tornadoes. Tornadoes are destructive storms with rotating winds. Schools and families prepare for tornadoes by having tornado drills and practicing what they will do if a tornado comes. Cities put in tornado sirens to warn people in the area. In areas with lots of bad storms, people build homes with basements and storm shelters.

Hurricanes In cities and towns near the ocean, hurricanes can be a natural hazard. Hurricanes are strong storms with high winds that start over the ocean. There is often a warning ahead of time with a hurricane so people are sometimes asked to evacuate or leave the area. People board up their windows or use storm shutters.

Fires In many parts of Texas, the high heat, low humidity, and vegetation (trees and plants) sometimes lead to wildfires. Wildfires can be set by lightning or by people.

Insect infestations Sometimes, conditions in Texas produce large quantities of insects. These insect infestations can cause damage to livestock and crops.

Extreme heat In some parts of Texas during the summer, people are exposed to extreme heat. Extreme heat means the temperatures are so high that it is dangerous. People have to prepare for ways to handle the heat so they don’t get sick. It is important for people to have a shelter to get away from the heat. It is also important for people to have shade when they work outside. People need to drink water every day, but it is especially important in extreme heat.

Grade 2 Social Studies

Unit: 05 Lesson: 03

©2012, TESCCC 07/25/12 page 2 of 2

Natural Hazards

Name______________________________

1. In a flood zone, where do people build their homes?

2. Where do hurricanes occur?

3. What does evacuate mean?

4. If you were going to be outside for a full day in the summer, what

would you do to protect yourself from the heat?

5. What is one way that people prepare for a natural hazard in your

community?

Grade 2 Social Studies

Unit: 05 Lesson: 02

©2012, TESCCC 07/25/12 page 1 of 1

Natural Hazards KEY

Name______________________________

Possible answers include:

1. In a flood zone, where do people build their homes?

People in a flood zone have to build on high ground.

2. Where do hurricanes occur?

Hurricanes occur near the ocean (Gulf of Mexico).

3. What does evacuate mean?

Evacuate means to leave the area and go to a safe place.

4. If you were going to be outside for a full day in the summer, what would you

do to protect yourself from the heat?

I would drink lots of water and rest in the shade.

5. What is one way that you know how to be prepared for a natural hazard in

your community?

I know to duck and cover in a tornado warning. We cover our windows with

plywood to prepare for a hurricane. We prepare to evacuate if a wildfire is

near.