Social Lesson Plan

Teachers Name: Ria Beekman

Social Grade 1/2
Topic: My Community and Me - Groups
Class: 30 min
Curricular Outcomes:
1.1 My World: Home, School, and Community
General Outcomes:

Course:
Length of

Students will demonstrate an understanding and appreciation of how identity

and self-esteem are enhanced by their sense of belonging in their world and
how active members in a community contribute to the well-being, growth and
vitality of their groups and communities.

Specific Outcomes:

Knowledge and Understanding

Students will:
1.1.3 examine how they belong and are connected to their world by exploring
and reflecting
upon the following questions for inquiry:
What different types of communities or groups do you belong to?
(CC)
What helps us to recognize different groups or communities (e.g.,
landmarks, symbols,
colours, logos, clothing)? (CC)
In what ways do we belong to more than one group or community at
the same time? (CC, I)
In what ways do we benefit from belonging to groups and
communities? (C, CC, I)
What are our responsibilities and rights at home, at school, in groups
and in communities? (C, CC, I)

Materials:
Worksheet
Smart board
Objectives:
At the end of the lesson students will be able to:
1) define what a group is.
2) recognize different groups by what they do and how they
look.
3) recognize one group they belong to.
4) describe what it feels like to belong and why its important
to belong to a
group.

Activities
Introduction
- Today were going to be learning what a group is

Time
Allowed
1 min

and what it means to belong to a group!

Body
- Smart board
o Discussion: What is a group?
- Am I a group? Why not?
- Is the grade 1/2 class a group? Yes, but
why? (They work together. They see
each other every day and play and
learn with each other.)
- A group is a collection of several
people who share something or who
work together to help each other or
who work together for a common
purpose. Write this on the board for
students to fill in on their worksheet
later.
- Why are all of you in this classroom
today? Because you are here to learn
and to play with each other.
o Show pictures of groups and non-groups on
the smart board and talk about each of the
pictures. Ask questions using popsicle sticks
with names on them and ask the other
students if they agree.
- If its a group:
Ask them what makes the people
in the picture a group. How can
you tell?
How do you think these people
feel when they are in a group?
(Hint: Look at their faces. Notice
what they are doinghugging,
working as a team.) Do you
think that that girl feels like they
belong to that family? Or Do you
think that that boy feels like he
belongs to that sports team?
Do you belong to any groups?
Write the type of groups on the
boardfriends, family, army,
sports team, etc.
- If its not a group:
What group could this person
belong to? How can you tell what
group they could belong to?

5 min

10 min

I have another question for you: What does

belonging mean to you? How do you know
that you belong to this classroom.
- Use the senses to help them formulate
an answer. What do you feel, hear, and
see?
Feel happy
Hear nice words, teachers
welcoming you into class
See students playing with each 10 min
other
- Why is it important to belong to a
group?
You dont feel alone, you can
work together and you can have
fun.
Family? To be cared for.
To learn from others and to try
new things.
To feel good about yourself
o Worksheet:
5 min
- Copy the definition of area.
- Circle the groups that you see on the
paper.
- Draw a picture of a group of people
that you belong to. It could be your
family, friends, classmates, sports
team. Remember: You all belong to
more than one group but just pick one
of these group to draw!
- Teacher: Walks around the class asking
questions about what a group is, why a
certain image is a group, how they feel
when they belong to a group,
Conclusion
- Who can tell me what a group is.
- Use popsicle sticks and ask students to show their
classmates the picture they drew of a group they
belong to. Ask if anyone else drew a picture of this
group. Remind students that we wont have time to
talk about everyones group drawings but I will take
a look at them later.
o

Assessment:
- Asking questions throughout the class and providing positive

feedback
- Having students come up to the smart board and move a picture
into the right category
- The worksheet can be taken in and will show what students
understand concerning the topic.
- Observing students throughout the class will show me what they
know about groups and the importance of them.
My first Social lesson! We started off by discussing what a group is. Most of the students were
quite focused and six or seven raised their hands to answer the questions. Am I a group? What makes a
group a group? I then wrote the definition of a group on the smart board for the students to copy. Most
students could copy this quite well. For next time I need to try to write a little higher on the smart board so
that students would have to stand up to look what it says. While I was writing the definition on the board I
asked the students to try to read what it says so that they had something to focus on.
Next I showed pictures of groups and non-groups on the board and asked the students which of
these were groups and how they knew that it was a group. I also had them tell me which groups the
individuals would belong to by looking at their clothes and other things in the pictures. I had to redirect
some of the students a few times as they were not constantly focused. One girl was reading her book in her
desk and another boy in the back of the class was fooling around with his pencil case.
I then had an interactive activity up on the smart board where students had to drag to picture to the
right columngroup or not a group. I picked students who were sitting quietly but next time I think Ill use
popsicle sticks to make it more fair. All students were engaged in this activity as they hoped to get a turn
and as they wanted to see where the pictures were dragged too. I had students tell me whether they
thought that their classmate had put the picture in the right category. Students caught on to this activity
quite quickly and most understood why it was or wasnt a group and what made it a group.
I had two students hand out the worksheets to the class. I found that this took a too long and that
the rest of the class became a bit rowdy as they were waiting. Maybe next time Ill hand most of them out
myself and give a few to _____ to hand out. Sometimes things like this can make her feel valued and that
we need her and so she feels good about herself. When she feels like this she wants to participate in the
following activity. Every student did the first activity on the worksheet correctly. They all showed a good
understanding of what a group consists of. While the students were doing this activity I walked around and
asked questions like: What group do you think that individual would belong to? and Why do you think that
that is a group?
Overall I think it was a good first Social class. Thinking about the lesson afterwards I think it would
have been good to incorporate some literature in it. This might have been a good way to introduce the
topic. Also I need to have a more specific closure to my lesson so that I sum up what we have learned in
class today. This will also make the introduction to the next lesson more connected and it could allow me to
build on their knowledge more effectively. Also I need to let my students know what to do with the
worksheets once the class is over.
GOALS FOR NEXT CLASS:
- Use popsicle sticks to make it more fair
- Clear instructions as to where the worksheets should go
- Incorporate literature whenever possible (especially in this class as some students really struggle
with reading and others are not quite at the reading level they need to be atlistening to reading is
an important skill!)

Social Unit 2: My Community and Me

Name: ___________________
What is a group?
______________________________________________
______________________________________________
______________________________________________
Circle the groups in green and put a red X through
the rest.

______________s Group!

I belong to
____________________________________.
I feel _________________ when I am part of a
group.