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This lesson defines suburban, rural, and urban communities and culminates in a community collage

Subject:

Social Studies  

Grades:

K, 1, 2  

 

Title – Community
By – Lisa Holub
Primary Subject – Social Studies
Grade Level – K-2

Three types of Communities: Suburban, Rural, and Urban

Learning Objectives:

      1. Students will be able to identify characteristics of their own community.

 

      2. The students will be able to define vocabulary: Community, Suburb, Rural, and Urban.

 

      3. The students will be able to use language arts skills to read from the poster boards.

 

      4. The students will be able to use primary sources to determine the characteristics of different types of communities.
    The student’s homework will show how they view their community. They will compare and contrast their collages in class a few days later.

Materials:

      In class: poster board, magic markers

 

    Homework Assignment: magazines, newspaper, scissors, clue, poster board

Anticipatory Set:

    I will ask a student to volunteer to read a poem “If I Could Build A Town”. I will then ask the class to tell me some things that they saw on the way to school this morning. I will give them a chance to give me a few ideas. If they are on the right track, that would be great. If I have to gear them to the right area of content, I will ask questions: Did anyway see cars on the road? Did anyone see a supermarket? How about the mail truck or a bank or post office. After determining all these characteristics, I will then proceed to say: Well these things make up your community!

Instructional Strategies:

      Next, I will introduce their homework assignment which they have a few days to complete. The assignment is to cut out pictures from magazines or newspapers of anything that reminds them of their community. They will take these pictures and paste them to poster board to make a collage. In class they will share their collages with their classmates. They will discuss the similarities and the differences of the collages that they have made. I will model to the class what my collage looks like so they will be on the right track when they make their collages.
  • I will next have one student read the definition “What is a community” from the poster board, to the rest of the class.
  • I will ask the students to tell me about their community. Are there houses, buildings? Are the stores close or far away from each other? Can you walk to them? Do any animals live in you community? What types of sounds to you hear at night or during the day? I will write this on the poster board that I have created.
  • I will then put the class into three different groups. I will hand out three different dittos with a few pictures on them. I will have the student’s brainstorm ideas, on a separate piece of paper, of what they see in the pictures. I will tell them they can also put ideas down that they think could be part of the pictures.
  • I will give a few ideas to them: Can children play games in the front yard? What types of sounds would you here? Are the buildings tall or are there just houses? Are there farms? Can these farms grow food?
  • After about 4-5 minutes of brainstorming, I will write all of their picture ideas in three different rows. The rows will be untitled.
  • I will then have three students read to the class the definitions that are on the poster board: Suburb, Rural, and Urban
  • Now, the students know the definitions of the three types of communities.
  • I will have three volunteers come up to the poster board and write the correct type of community on top of the rows that match with its characteristics.

Assessment:

    I will assess the class throughout the lesson by always asking questions. I will walk around the class to make sure they are writing the correct characteristics for the pictures they have in front of them. They will be evaluated based on group participation and individual participation. At the end of the lesson I will be able to assess their understanding by putting the correct vocabulary in the right column. The in-class assignment will be another way for me to assess their understanding, as well as the collage that will be given for homework.

Closure:

    To end the lesson, I will handout an in-class assignment for them to do individually. It will just be a review sheet of what was learned in class.

Name: ___________________ Date:

Vocabulary:

      1. Community:______________________________________________
      2. Suburb:__________________________________________________
      3. Rural:___________________________________________________
    4. Urban:___________________________________________________

5. What type of community do you live in? Explain what is in your community? _________________________________________________________

____________________________________________________________

____________________________________________________________

6. What type of community has the most people in it? Explain your answer. __________________________________________________________

_____________________________________________________________

_____________________________________________________________

7. How are the communities different? __________________________________________________________

_____________________________________________________________

_____________________________________________________________

8. Think about ways they are the same. (Although we did not go over this yet in class, tell me some ideas that you think you may have.) _________________________________________________________________

__________________________________________________________________

___________________________________________________________________

9. Write a poem all about your community.

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