Lesson Plan

Title Types of communities

Subject Social Studies
Author Cindy Vega Barajas
Grade level 3rd
Time duration 45 minutes
Overview Enter overview
Objective Students will be able to identify and describe different types of
communities (urban, suburban, rural) and understand how geography
influences the way people live in these communities.
Materials  Large word map or globe
 Pictures or drawings depicting urban, suburban, and rural
communities.
 Chart paper and markers.
 Worksheet or handouts with community scenarios
 Colored pencils or crayons
Activities and 1. Introduction (10 minutes)
procedures  Begin the lesson by showing students a large word map or
globe. Ask students what they know about different types of
communities where people live.
 Explain that communities can be classified into three main
types: urban, suburban, and rural. Define each type briefly:
o Urban: A city area with tall buildings, many people, and
lots of business.
o Suburban: A residential area near a city with houses,
schools, and parks.
o Rural: A countryside area with farms, open spaces, and
fewer people.
2. Main Activity – Community Scenarios (20 minutes)
 Divide the class into small groups and distribute worksheets or
handouts containing scenarios about different communities.
 Each group reads a scenario and discuses which type of
community (urban, suburban, rural) it describes. Encourage
students to think about characteristics they learned earlier.
  After discussing, groups share their answers with the class, and
the teacher facilitates a brief discussion on each scenario to
reinforce understanding.
3. Group Discussion and Chart (10 minutes):
 Have a whole-class discussion about what students learned from
the scenario’s activity.
Ask questions like:
o What are some characteristics of urban communities?
o How are suburban communities different from rural
communities?
o How does geography influence the way people live in
different communities?
 Use a chart paper to create a visual representation of key points
discussed during the conversation. Include headings for urban,
suburban, and rural communities, and have students contribute
ideas to fill in each category.
4. Wrap-up and Extension (5 minutes):
 Review key concepts about urban, suburban, and rural
communities.
 Distribute colored pencils or crayons and ask students to draw a
picture of the type of community they live in or their favorite
type of community.
 Display the drawings around the classroom or in a communal
area to celebrate students learning.
Conclusions Assessment:
Assess students’ understanding through their participation in group
discussions, their ability to correctly identify community types in the
scenario’s activity, and the accuracy and detail in their community
drawings.
Extra credit