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Unit Lesson Plan 1 - Intro To Community

This developmental lesson plan aims to teach 3rd grade students about communities and community leaders over 45 minutes. Students will identify different types of communities (urban, suburban, rural) and leaders within communities like mayors and governors. The lesson involves using a KWL chart to discuss what students know and want to know about communities. It also uses videos and pictures to classify communities and identify important buildings and helpers. Students will provide examples of community leaders and different communities like their school and town. The lesson concludes with a review matching pictures of communities to their correct type.

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506 views6 pages

Unit Lesson Plan 1 - Intro To Community

This developmental lesson plan aims to teach 3rd grade students about communities and community leaders over 45 minutes. Students will identify different types of communities (urban, suburban, rural) and leaders within communities like mayors and governors. The lesson involves using a KWL chart to discuss what students know and want to know about communities. It also uses videos and pictures to classify communities and identify important buildings and helpers. Students will provide examples of community leaders and different communities like their school and town. The lesson concludes with a review matching pictures of communities to their correct type.

Uploaded by

api-527767687
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Developmental Lesson Plan

Teacher Candidate: Matthew Kays Date: 10/16/20

Group Size: 21 Allotted Time: 45 minutes Grade Level: 3

Subject or Topic: Community and Resources

Common Core/PA Standard(s):


-5.2.3.C- Identify leadership and public service opportunities in the school, community,
state, and nation.
-5.2.3.D- Describe how citizens participate in school and community activities.
-5.3.3.D- Identify positions of authority at school and community.

Learning Targets/Objectives:
1. Students will be able to identify different communities and leaders within those
communities.
2. Students will be able to identify leaders in their school, community, state, and
country.

Assessment Approaches: Evidence:


1. Students will give at least one 1. Anecdotal notes take through
example of a community leader student response.
that makes a difference in their 2. Each student response will be
community (mayor, governor, recorded and checked for
president). understanding.
2. Students will look at pictures of
different communities and
determine what type they are
(urban, suburban, rural).

Assessment Scale:
1. Students will be checked off for understanding once providing an example or
accurately defining a type of community. (see assessment approaches)

Subject Matter/Content:
1. What is a community?
Prerequisites:
1. Understanding that students live within a community.
2. Basic understanding of community.
3. Basic understanding of types of communities (not all communities look the
same).
Key Vocabulary:
1. Community: a group of people who live or work together
2. Rural: A place with a small population of people. There are large open space
called fields and forests. This is where you find farms.
3. Suburban: A town near the city. Buildings aren’t as big and they are spread out
more than in a city. Less people live there than in the city.
4. Urban: A city with many people and tall buildings
5. Community helpers: People who live and work together
6. School community: A group of students, teachers, and others who help the school
operate.
7. Community Leader: A person who represents a small group or large group of
people within the same community.

Content/Facts:
1. What a community leader is and what they do.
2. How urban, suburban, and rural communities are different.
3. Examples of communities
a. Local, state, and country
4. Classifying types of communities
a. Urban, suburban, and rural

Introduction/Activating/Launch Strategies:
1. Ask students what they think a community is? And what does a community
have? (ex: citizens, schools, leaders, etc).
2. To introduce different types of community using the following youtube video.
a. https://www.youtube.com/watch?v=lGC0zxgRNJQ
3. After watching the video, ask students what they noticed while watching, or
things they didn't know. Allow a few minutes for student discussion.
4. Before getting into development, introduce how communities can be as big as all
of North America, or as small as your school. Also introduce how all
communities must have various things to run, including a leader/leaders,
community helpers (police, firefighters, etc), and a school. (this will be
reinforced in their slides for the day).

Development/Teaching Approaches
1. Using a digital KWL chart
(https://docs.google.com/document/d/1a0yAJk3nF01Xj85CrOwqpX1MJp8YxK
SxGTm-Quge2DI/edit?usp=sharing) work together as a class to fill out the first
two columns of the chart (know and want to know). Last section will be filled in
at the end of the lesson.
2. Using a resource on wonders (Newcomer Unit 3: My Community (Grades 3-6)
go through the activities showing buildings and community helpers.
3. After completing that activity, ask students some of the buildings or helpers they
noticed and why they are important in a community.
4. Tell students about your community at home (Hanover), give students examples
of community buildings and helpers there.
a. My schools
b. Grocery stores
c. Post Office
d. Restaurants (Family Owned)
e. Police station, firehouse, hospital
f. etc
5. Relate this lesson to their own community of Reading, ask students to give an
example of one of these buildings or helpers in their community. Give examples
if needed (Riverside - school).
6. As students to continue their development in the community, have them point
out some differences my community may have from theirs.
a. Type of community
i. Hanover: suburban
ii. Reading: urban

Closure/Summarizing Strategies:
1. To review the day lesson, students will review the types of communities and be
shown different pictures. They will be asked to match the picture with the
correct type of community (Google Slide resource).
Accommodations/Differentiation:
1. Guid student instruction and provide examples when discussing the KWL chart
and the Wonders activity. Have students connect ideas to their community.
2. Excelling students can help to differentiate instruction but their “W” section of
the KWL chart. This can be used to teach more new information for the whole
group.

Materials/Resources:
1. KWL Chart Template:

2. Newcomer Unit
3: My Community (Grades 3-6):
3. Google Slides (used for closure activity):
https://docs.google.com/presentation/d/1sotkoHZ0RTuB8G95JyUCW2U1JJIFQ
NKqsFO_KK9LgtA/edit?usp=sharing

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions:


1. How much prerequisite knowledge did the class have on communities (see KWL chart)?
2. How was student participation during their first virtual Social Studies lesson?
Additional reflection/thoughts

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