Beruflich Dokumente
Kultur Dokumente
Lesson Plan
Class: Ms. Halliwill
Student: 25 Students
Date: 12-2-13
Title of Lesson: community
Common Core State Standards and/or Expectations:
2 G2.0.1 Compare the physical and human characteristics of the local community with
those of another community.
Materials (Including Assistive Technology):
Pictures of rural, urban, and suburban communities on paper hung around the room
Pictures of things found in each community
Paper
Markers/crayons/colored pencils
Lesson Objective:
Students will
Know the similarities and differences between rural, suburban, and urban
communities
Categorize objects that are found in each type of community
Relate to what type of community they live in and draw a picture of it
Anticipatory Set:
Have three different pictures of communities; rural, urban, and suburban. Ask
students what they recognize about each picture. What are some similarities and
what are some differences that we have learned about each community so far?
Instructional Input:
During this time I would read the book Bernstein Bears Down on the farm. This book
will introduce students to a rural community and give them a visual of things they
would find in this type of community. After we read the book I would have the
students turn to a partner and share with each other one thing they learned from
the book. Then we would come back as a class and share as a whole group what we
learned about the rural community.
An Opportunity to Practice:
Guided Practice:
Have several different pictures of people, landforms, and objects that would be
found in each of the three communities. Shuffle the pictures and hand each student
one, if there are extras let some student have two. Around the room the three
communities will be hanging. Each community will be on a separate wall hanging on
a piece of paper. Give directions to the students that they are to place the picture in
the community where it is best fit. For example a sky scrapper would go under
urban
Independent Practice:
During this time students will pick which type of community they live in and will
draw a picture of that type of community and the different things they would find in
that community.
Domains:
Cognitive:
Affective: paw points, tallies
Psychomotor: transitions from carpet, computer, and groups
Closure:
Have students share with one other partner what type of community they drew and
what is something they learned about rural, urban, and suburban communities.
Then have students put materials away and sit quietly at their desks for
instructions.
Multiple Intelligences/Modalities: (satisfy at least 3)
Verbal-Linguistic: Students will hear short story/definitions of the three different
communities. The students will also have verbal directions to listen to.
Visual-Spatial: Students will be seeing pictures of the different communities as
well as making their own drawing of the type of community they live in.
Bodily-Kinesthetic: Students will be up and physically moving around the room
placing pictures of the different communities on the correct spots.
Differentiation:
Incorporate students IEPs. Allow students who are slower extra time to finish
activities if they need help pair them with another student in the class to work on
activities.