College of Education

Lesson Plan Template

Teacher Candidate: Teddi Steadman
of Lesson: 10/22/2014
School: Springfield Elementary School
Social Studies/2nd Grade

Date and Time

Subject/Grade Level:

Description of Lesson: Students will view different resources to

understand what a suburban community looks like.
Lesson Title or Essential Question: What features make up a Suburban
community?
SC Academic Standards: 2-1.3 Recognize the features of urban, suburban,
and rural areas of the local region.

Lesson Objective(s):

Assessment(s) of the
Objectives:

Students will demonstrate an understanding of a

suburban community through a variety of
different strategies.

At the beginning of the lesson,

students will be assessed on
their knowledge of rural and
urban communities. Students
will jot down one word that
describes a rural and urban
community in their Social
Studies notebook. In the middle
of the lesson, students will be
assessed by teacher
observation. Students will be
asked to draw a suburban
community and explain their
suburban community in words.
The teacher will observe these
two activities in the middle of
the lesson, and use the data
collected for the during
assessment. At the end of the
lesson, students drawings and
explanations will be collected for
the post assessment.

Materials/Resources: Smart Board, Social Studies Notebooks, white paper, note

cards, crayons, and markers.

Prerequisites (Prior Knowledge): Students need to have a basic

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understanding of communities. Students will already be introduced to 2/3

communities taught in this unit.

Procedures:
1. Students will complete a short pre assessment on the two types of

2.

3.

4.
5.
6.

7.

communities taught prior to the lesson. Students will complete the pre
assessment in their Social Studies Notebook. What features does a rural
community have? What features does an urban community have?
Once students have answered the two questions in their Social Studies
Notebook, a brief discussion will take place to get the students minds
thinking about the different types of communities. In the discussion, students
will be asked the differences in between a rural and urban community. (Make
sure the students know that these two communities are completely opposite,
and get them thinking about if there may be a community in between the
two)
Show a picture of a Suburban Community on the Smart Board. (HmmmIm
thinking this community would fit exactly in between a rural and urban
community. What are yall thinking? Turn to your partner and discuss whether
or not this community would fit in between an urban and rural community?
Notice some of the similarities and differences)
Bring group back together and talk about some of things they discussed.
(Make sure to bring up the amount of people, amount of houses, and
grasslands)
Students will be instructed to go back to their seat where they will create a
suburban community on a blank piece of paper. The students should be
reminded that their drawing must illustrate a suburban community.
After students have illustrated their community, they will be asked to
describe it on a note card using words. Their note card should describe a
suburban community. (Make sure students are specific- ask them to include
amount of people and houses)
Collect the students drawings and note cards, and share some of the note
cards with the class. Thumbs up if the description describes a suburban
community, thumbs down if it does not. Ask the students what they could
add or take away from the description to make it correct.

Activity Analysis:

Each activity in this lesson supports the learning objective because students
are demonstrating their knowledge of a suburban community. In one activity
students are drawing a picture of a suburban community and in the second
activity, students are explaining a suburban community in writing.
The students in the second grade class learn best when they are able to
demonstrate their learning in a variety of different ways. I have included
several ways for students to demonstrate their knowledge of a suburban
community.
I incorporated the smart board in this lesson to provide a real image of a
suburban community to students. By having this technology, I will be able to
provide several real images of suburban communities through Google images
on the smart board.

Differentiation/Accommodations/Modifications/Increases in Rigor
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I provided several types of activities for students to accommodate for

different learning strategies.
References:
SC Department of Education

Revised 9.03.14