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Newest Social Studies Lesson
Newest Social Studies Lesson
Newest Social Studies Lesson
Time
Instructional Context
What do I know about my students that will inform this lesson?
I know that most of the students in my classroom come from the neighborhood/community that
surrounds the school. This is a neighborhood/community that is mostly suburban. For this reason I
know that the students would benefit from learning what other types of communities lay beyond
the one that they currently reside in. These includes urban, suburban, and rural communities. The
students will benefit from seeing the differences in these communities and what it can mean for the
residents who live in them. I also know that my students enjoy visuals and being able to see what I
am explaining or referring to instead of just having the information stated. For this reason, visual
aids in this lesson plan will be an asset to the students learning. I also know that it is important for
my students to have physical items to refer back to in their learning processes. For this reason, I
will make all materials used in this lesson accessible to the students in an effort to make their
learning more concrete.
How does this lesson connect with and build on the previous lesson(s)?
I know that in first grade the students were introduced to what a community and neighborhood is.
Prior to that knowledge they learned about their school and classroom community, as well as how,
as a person, they are a part of that classroom and school community. This year we have also been
looking at the different important people in our community, how we can benefit our own
community/ neighborhood, and school community, etc. To extend their understanding of a
community, we will be looking beyond just our classroom, school, and neighborhood communities,
and extending our knowledge to what the characteristics of other communities in our surrounding
geographical area are.
Standards Addressed
Wisconsin Model Academic Standards for Social Studies
o (Standard been adapted and revised from the Social Studies Performance Standard A
Geography Grade 4)
A.4.7- Students will be able to identify connections between the local communities
and other communities in Wisconsin.
o From Madison Metropolitan School District; grade 2, Geography
4. Compare and contrast life and characteristics of cities, towns, farms, and
suburbs.
National Council for the Social Studies (NCSS)
Language Function:
Compare
Produce
Venn Diagram
Connections
Similarities/Differences
Materials:
Matching Assessments:
Students will take notes on
characteristics observed throughout
power point. (formative)
Students will produce a Venn diagram
that compares urban, suburban, and rural
communities. (formative)
Students will draw/paint a picture of an
urban, suburban, or rural community OR
students will create a collage that
encompasses the characteristics of an
urban, suburban, or rural community.
(summative)
Assessments:
Purpose
Approx. 30 min
1 minute
Introduction:
Time
Demonstration/Participation:
them to the notes that they already have about urban, rural,
and suburban communities.
5-7 minutes
Closure:
Gather students attention after the work time and assure them
they will have time to work on Venn diagram later. To
integrate this social studies lesson with the subject of reading,
for the closure, do a read aloud that relates to todays lesson
of learning the characteristics of urban, suburban, and rural
communities. Read the book, The Little House. This book
will showcase the three different communities.
Set an essential question before reading:
Do you think that it is possible for one place to have been a
rural community, a suburban community, and a city?
DAY
THREE
30-40
minutes
Closure/Final Assessment
Students are going to have a final art integrated assessment
for this lesson in which they need to visually create two of the
three community types: a suburban, rural, or urban
community. This product will be in the form of a drawing,
painting, or colored pencil sketch or in the form of a collage
with pictures from state newspapers as well as magazines.
This assessment will showcase student knowledge on a
specific type of community in comparison to another
community. Therefore, half of the drawing/collage must be
one type of community and the other half of the
drawing/collage is another. Students then write a small
paragraph at the bottom of the drawing explaining the
comparisons in whichever two communities they chose to
draw/paint/sketch.
*Sample Layout*
Accommodation Strategies
Pre-teach Vocabulary and Concepts/Activate prior knowledge
Purpose:
Pre-teaching the vocabulary (urban, suburban, rural, similarities, differences)
as well as the concepts, prior to using it in the lesson or as it is used in the
lesson allows the students to know what you are talking about and what they
will be learning. Also, referencing the vocabulary many times throughout the
lesson and giving the students opportunities to use it will allow them to
learn/solidify the material more successfully. This strategy also helps ELL
students to better understand the content, especially if they have come from a
culture where these types of communities are not present or if their language
does not support those words. Activating prior knowledge builds learning of
new concepts on previously learned concepts.
Encourage questioning/group discussions
Purpose:
Encouraging students to ask questions or saying does anyone have any
questions will help students who may have trouble learning by listening.
Allowing students to ask questions will give them the opportunity to express
what they feel they missed. Providing the chance for students to have group
discussions brings the learning down to a smaller level and gives students the
chance to speak to table members, even if they felt that they could not speak
in front of the whole class. It provides all students the opportunity to share
their ideas.
Provide Worksheets
Purpose:
Providing worksheets like the Venn diagram or note taking strategies, for this
lesson will provide students with a reference for the information that they just
learned. It also allows them to organize the information they just learned and
put it down on paper in an effort to understand it more clearly.
Provide visuals/videos, other modes of understanding (book)
Purpose:
In this lesson I worked to provide a variety of instructional strategies that
would meet the needs of all different types of learners. I have visuals, which
provides images for students who may not be able to visualize what an urban,
suburban, or rural community looks like just by talking about them. I also
used a video in an effort to engage learners once again who are more
visual/audio. This video once again provides more examples of the various
types of communities we learned about. It is a way to extend information
based on what we talked about in the beginning slides. I also include a read
aloud as a segment of this lesson because it is yet another way to view the
information we learned about. This book also differentiates the learning, so
students who could not interpret the video or slides can now see in a
childrens book. Childrens literature is a way to expand beyond the textbook.
Give examples/explanations
Purpose:
Giving examples as well as explanations throughout the lesson allows
students to know what you are expecting and once again provides them with
a reference point when it is their turn to use the information on their own. We
should not leave the students guessing at what they should be doing and clear
examples and explanations helps with that issue. Giving examples is also a
way to model your thinking for the students and how you as the teacher
might go about answering a question, etc.
This is an exemplary lesson plan thorough in terms of writing engaging for the students plus begins
to set the stage for students to take ownership of their own learning. Thinking along this line and your
final poster/integrating art/social studies and ELA you could start the process of giving students
opportunities for their own learning but adding:
Exchange of poster for peer feedback
Add one thought/item above and beyond the basic requirements of their choice.
Of course give opportunities to re-do if they miss something.
Great work. Sherrie