Title of Unit: Where in The World Are We?

Title of Lesson: Rural Communities

Submitted by: Rhonda Darter

A. Summary of the Lesson Plan: This lesson plan is designed for 2nd grade students to learn about rural areas including farm communities and forests as well as to help them compare rural and urban communities. The lesson uses the 2nd Grade Houghton Mifflin Social Studies textbook Neighborhoods (p. 52-55) B. Target Population: Grade Level: 2nd Skill Level: students at all learning levels Grouping: whole group for reading, instruction and discussion; cooperative groups for closing activity; individual for assessment C. Materials: Houghton Mifflin 2nd Grade Social Studies Textbook: Neighborhoods (p. 52-55) Pencils; one per student Reading Skill: Compare and Contrast sheet (p. 12 Unit Resources)see last page of lesson Blank Venn diagram (found in Resources/Education Place) -see last page of lesson D. Objectives: o NV State Social Studies Standards o G7.2.3 Define and compare rural and urban communities

Student-Friendly Standards G7.2.3 I can tell what makes a rural community different from an urban community.

E. Procedure: 1. While students get out textbooks, and student helper passes out worksheets, write objective on the board. 2. Have students open textbook to page 52. 3. Refer to notes on TE 52- Get Set to Read Call students attention to the pictures in this lesson. Identify & discuss the details in the pictures and compare the farm communities and forests to where we live. Explain the Reading Skill Sheet students will complete as we read Introduce vocabulary (rural area, market, urban communities)

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: Where in The World Are We? Title of Lesson: Rural Communities
4. As a class, read objective for lesson: I can

Submitted by: Rhonda Darter

5. As a class, read p. 52-55, stopping to ask questions as indicated in the margins if the TE. (use popsicle sticks with names to pull volunteers to read while others follow along) 6. During reading, students should record information in their Reading Skill Sheet as we stop to answer questions and discuss material. 7. Ask questions listed in the margins of the TE as an ongoing assessment for understanding. (TE 53) What would you see in rural areas? (TE 53) Why are farms in rural areas? (TE 53) What are a few ways in which the daily life of people in rural communities might be different from the daily life of people in urban communities? Write some of the responses on the board. (TE 54) Why are forests found in rural areas? (TE 54) What are some reasons that people in rural areas send things they make, grow, or raise to markets? (TE 54) What would happen if farmers did not sell their crops but instead kept whatever they produced to use themselves? Would you describe our community as a rural or urban area? What do you see in our community that proves your statement?

8. CLOSURE: Review the Reading Skill Sheet comparing farms and forests that students have been filling in during the reading and discussion. Ask students to come up with two ways that rural areas are different from urban areas. (TE 55 Lesson Review) Refer to the differences that the students brought up about the daily lives of people in rural and urban communities. Students complete a Venn diagram that compares rural areas to urban areas in partner groups. Re-read lesson objective and ask students to evaluate if the objective was met successfully.

F. Assessment: What will you use to measure student understanding? I will have the students draw a picture and write about what they would find in a rural area. I will also have the students write about our community. They will write to answer the question Do we live in a rural or urban community? Explain your reasoning. Explain how you will know students understand the concepts from the lesson.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 2

Title of Unit: Where in The World Are We? Title of Lesson: Rural Communities

Submitted by: Rhonda Darter

Students must tell what makes a rural community different from an urban community. Creating a Venn diagram to compare and contrast the two community types, and then drawing and writing about what they would find in a rural area will show if students understand the concepts being taught in this lesson. Also, the writing to answer the question about our community will help further show their comprehension of the concept. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? The easiest part of this lesson to teach will be the Get Set to Read activities as these are activities that are done regularly within reading groups. 2. Which part will be most challenging for you to teach? I believe the most challenging part to teach will be the partner work to fill in the Venn diagram. I do believe that having the Reading Skill Sheet completed, and the comparisons on the board will help the students to do this, but it could get confusing if both members of the team have any difficulties. 3. How will you follow up or extend this lesson? As an extension to this lesson I could use the Art Activity on page 21-H. Students could create a 3-D model of either a rural area or an urban area to demonstrate understanding of each of the types of communities. After completed, each student could present their model to the class explaining what they included. 4. What can you do for students who dont grasp the concepts? For those who havent grasped the concepts I could pull a small group and do the reteach mini lesson shown on p. 55 of the TE. I could model, while the students complete their sheet. 5. Which part of the lesson, if any, do you think might need to change? This is a pretty easy lesson to follow. I dont think there is much to change, but I can see adding some read alouds, or reading groups using books that complement the lesson to help reinforce the concept of the lesson. There were several in the Unit 1 overview that would be appropriate to this lesson. 6. When you were writing this lesson plan, what was the most difficult part? Coming up with effective assessments to ensure comprehension of concepts being taught is always a challenge. I think that by having a drawing and writing component I can be sure that even my ELLs with less language proficiency can at least demonstrate with the drawing that they understand.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Where in The World Are We? Title of Lesson: Rural Communities

Submitted by: Rhonda Darter

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4