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Name/Date

Emma Trudgeon
December 1, 2016

I. Overview:
A. Vocabulary: Community, business, government.

II. Objectives:

Students will be able to.


1. identify important people in a community
2. identify organizations in a community
3. explain how communities are similar and different
4. give examples of the elements of a community

III. Standards:
1. Standard - 4.3.2.A Describe the jobs/hobbies people have in the community that relate to
natural resources.
2. Standard - 15.8.2.A Ask and answer questions about the different businesses and jobs in the
community.
3. Standard - 15.8.2.G Identify leaders in your school and community; define their roles.
4. Standard - 5.2.2.C Identify community projects/activities that support leadership and public
service.
5. Standard - 5.3.2.A Identify the role government plays in the community (education,
transportation).

IV. Teaching Procedures:


A. Anticipatory Set
Watching the TED-Ed video (https://ed.ted.com/on/qQJiVwLa) provided
students with information about communities. There are different types of
communities and they are all different from one another. Students should
know information about rural, suburban, and urban communities and how
they differ from one another. They should also have an idea of what kinds of
businesses or buildings they could find in each location.

B. Development
I will introduce the lesson by asking students questions. I will ask them to think-pair-share with
their table groups. I will ask: What is a community? What makes up a community? What is one
important thing a community needs? They will then share by tables.

C. Guided Practice
1. I will then read the class a book called What is a Community from A to Z? written by Bobbie
Kalman. Throughout the book, I will ask the students if they see any similarities or differences
between the community defined in the book and their own
community.
2. Discussion on the elements of a community. Explain that a community is made up of
individual people, families, resources, services, and institutions. I will write each of these
sections on the board and ask students to give examples of them, as I write their
ideas on the board. I will prompt them by asking, Do you have neighbors? Who are they? Do you
have friends who live around you? Families? What kinds of jobs do these people have? Where
do they work? What do you do in your free time? Are you involved in an
organizations? What about your family and neighbors? What resources do you use everyday to
stay alive? What about your family and friends? This will give the students ideas for their own
imaginary community map.
D. Independent Practice
The students will create their own imaginary community and draw a picture of it. Their
community must contain the important aspects that we discussed during the lesson. Then the
students will share their maps with the class.
E. Closure
The closing assignment will be to write a brief reflection on the imaginary community map
activity. They should include in this reflection similarities between the students maps, what
makes them different and what ties them together.

V. Assessment
One form of assessment is students responses to questions regarding community during the read
aloud. Furthermore, during the class discussion, I will assessing students by question-asking. The
students community map at the end of the lesson, and whether they included elements that we
learned in class, will be another form of assessment. The students will also be assessed by their
reflections on their map.

VI. Differentiation or Modifications

If there are students who are struggling, I will help them with their individual
community map. I will provide them with a check list of important aspects
that we learned about and make sure that the students have each of these
aspects present on their map. For students who may struggle with writing, I
will allot extra time on reflections and/or allow them to use an iPad or
computer to type as I am looking for content of their reflections, not
handwriting or grammar.

VII. Materials

The book What is a Community from A to Z by Bobbie Kalman.


Large papers (for maps)
Crayons or markers