Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Our Community

Subject/Gra
de Level

Social Studies Grade One

Unit

Taking part in a Community

Date
Time
Duratio
n
Teache
r

December 7, 2016
60 mins
Mckenzie Matthews

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1.1: My World: Home, School, & Community

demonstrate respect for their individual rights and the rights of others
demonstrate a willingness to share and cooperate with others
1.1.3.1. What are our responsibilities and rights within the community?
1.1.1.3.
1.1.2.1.

LEARNING OBJECTIVES
Students will:
1. Listen attentively to instructions and directions.
2. Cooperate and share with others.
3. Respect their individual rights and the rights of others.
4. Connect the significance of our town to an actual functioning society.
5. Understand their role in the community, access their right to education.

MATERIALS AND EQUIPMENT

Paper community
Students paper cars
Cardstock with man printed out
Example of a person for the community
Masking tape
Scissors
Glue
Pencil Crayons

PROCEDURE
Prior to lesson

Attention
Grabber/
Assessment of
Prior

We have been working on the Paper Community for a while now

and have it finally set up. The kids have been so excited to see it
come together every step of the way. This means however, that
they will be more focused on that than anything else I try to get
them to focus on. Therefore, embrace their excitement but steer it
in a productive manner.
Students will have just returned from their Leadership
groups where they were creating crafts for the Fort
MacMurray School.
o They might go out for recess and lose a lot of time for
our lesson.
o OR they will be back in the room upset about no
recess and all excited and chatty. In this case have a
brain break.
GONOODLE. Com on Smartboard and the
banana banana meatball song was a good one
that they could follow easily.

Introduction
-Either after recess or Brain Break have them return
to seats and show me that they are ready by having
their hands on their desks folded together nicely.
-Draw their attention to the back of the classroom

Adapted from a template created by Dr. K. Roscoe

Time
10 min

Lesson Plan Template ED 3501 (Version C)

Knowledge

where the town will be set up and relatively

completed. Allow them to ooh and ahh about it for a
bit.
-If they seem really fidgety about it have them go
up to the table to get a better look.
Ask students to stand, hands behind their
back together and walk up to the side of
the table. NO TOUCHING ANYTHING YET.
-Ask students about the town and what they notice.
What is missing with our town?
What could we add to make it more
detailed and real-life like?
Could we change anything or add
anything?
-Hoping they will ask for, bushes, trees,
decorations, etc, but mostly people. Encourage
them into realizing that they are not a part of the
town and we need to fix that. BUT:
Where would we put the kids?
What do the kids do in the community?
Why go to school?
o To become better citizens and learn
how to do things so we can be a better
help to society.
o We couldnt do much if we cant read or
write or do some math.
o We have the Right to go to school.

Transition to
Body

-Have all students return to their desks. They need

to pull out their pencil box when they get there and
wait for instructions by showing me their muscles.
When waiting for students to finish up
something or get something out I have been
asking them to do silly things with hands/
eyes to keep their focus on me as I change
actions. This also encourages the slower
students to finish up and join in on the silly
actions.
Body
Creating their Person
-Hand out the template of the person.
-Also show the example created earlier of a
person in the community.
For this activity they dont necessarily need to
stay in the lines, can add hair, a dress or a
bag, whatever they feel like.
Must do the front and the back of the figure,

Learning
Activity #1

Adapted from a template created by Dr. K. Roscoe

Time
15-20
min

Lesson Plan Template ED 3501 (Version C)

Teacher Notes:
Assessments/
Differentiation

Consolidation
of Learning:

Transition To
Next Lesson
Sponge
Activity/Activitie
s

folded shoes and the tops colored nice.

Must stay that tall however.
Allow students at least 5-8 minutes to color
and do a nice job of it, no rushing through.
Approve all of the people before they can be
finished.
-Once finished they can go to the table and find a
place to glue them too the community, the school
seems like a good place for the students they are
creating.
Bend the little feet and glue them so they
stand up a bit and allow them to place
generally wherever but encourage the school.
Be aware of some students who enjoy rushing
through things and coloring the whole thing a
solid color.
Remind students of the coloring they have
been doing in The Books, I know they are
capable of some great coloring so lets see it
here.
Closure
Why did we create little people today for our
community?
o Cant have community without people.
Everything is for people so they need to
be in there.
What is our role in society as students?
o School to learn to be better citizens in
our future.
Why did we place them most at the school?
o That is where students go everyday as
a responsibility or their community.
We will keep talking about these roles and rights
later.

Time

2 min

Driving around the little cars they made previously in the

paper community.

Reflections/ Notes on the Lesson:

Adapted from a template created by Dr. K. Roscoe