Celebrations: Happy Thanksgiving to All and Happy Birthday to Perry!
The concept of community appears in almost every aspect of the world. It refers to neighborhoods and cities created by people and even in animal communities in the wild. In this unit, we look at many human communities to identify differences and similarities. We compare communities from thousands of years ago to those we know today.
Our BIG IDEA is that a community is a group of living and non-living things sharing a common purpose or space.
Our Enduring Understandings are: Community Systems change over time. All people have the same basic needs. Sometimes people move locations to meet basic needs. The United States of America is a country made up of many cultures.
Our Essential Questions are: What makes a community sustainable? How do you meet your needs? What are some basic human rights? Is freedom for all? Who helps protect freedom? Does where you live affect how you live?
One of our ongoing projects has been creating individual non-fiction history books--our “Community Systems” books. Inside, we compare THEN and NOW and explore how communities change over time. As a group, we create a visual timeline with watercolor paintings and written captions. We also look at our “place in space” and create a group concentric visual that ranges from our Riverview Charter School community all of the way to Our Solar System.
In writing, we began focusing on Informational Text and we used the scientific method to write lab reports. We started our unit with asking questions about inclined planes and how toy cars would travel off of them. We learned that the tile floor caused the car to travel further than the carpeted floor. We discovered the scientific term friction and wrote amazing conclusions about our results. Later we honed in on our procedure writing as we made corn husk dolls and wrote how-to essays about our experience. This was a great way to integrate our Community Systems study of the first Americans with our Informational Writing unit.
In mathematics, place value has been on the scene. In second grade, students should understand what the position of digits signifies in numbers. In 783, 7 is worth 7 hundreds, 8 is worth 8 tens and 3 is worth 3 ones. By using rods and units, we were able to see how much each number is visually. Now, we are moving away from the concrete (actually having a stick with 10 to show 10 and a one unit cube to show one) to tiles that have the number 10 or the number 1. We are moving from “concrete” to “representational” to “abstract”. The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning. Our young mathematicians have felt very grown up as they move forward in their understanding of adding larger numbers vertically with the use of the standard algorithm.
We had so much fun showing our families our work on Portfolio Night--the children were proud of their hard work and accomplishments! In order to prepare for Portfolio Night/Empty Bowls, the whole school participated in the making of the harvest soup that was served that night. Second grade helped peel and cut carrots and we helped put all the ingredients in the pot to cook the soup. Rise Against Hunger is always a special day at Riverview and a great way for second graders to make unit connections between taking care of our human body systems with coming together as a community to help others in need. Thank YOU for helping to make it a great experience for our RCS community!
Meet our Friends
Welcome to our Community of Learners Mrs. Brem's 2nd Grade Class
Thanks for learning with us!
Big Idea: SYSTEMS Differentiation is key in second grade as we strive to teach the whole child, but we also encourage everyone to feel that he/she is part of our total community system. Our integrated units of study all relate to SYSTEMS to include: Magnets, Human Body Systems, Community Systems, Weather Systems and Eco-systems. Our Daily 5 approach for literacy gives students choices while they work independently to include read to self, read to someone, work on writing, word work and listen to reading. Students are then able to work in small groups or individually with the teacher for guided reading, assessment and conferencing. Our writer's workshop is inspired by Lucy Calkins. We focus on personal narratives, informational writing, opinion writing and poetry. We follow a rigorous mathematics curriculum based on EngageNY that nurtures a solid understanding of key mathematical concepts. We appreciate the support of our families as we have fun learning and growing together as 21st century citizens!