Theme: Community and Neighborhood
Duration: Two weeks
Course: Social Studies
Level: Grade 6
Background and Unit Overview
Main Focus: Students shall find out that each one is part of the bigger neighborhood and community. They shall conduct role play and discuss the duties of various community workers. The students draw and label something they learned from the book.
Literacy Learning Standard: The students shall describe the relationship between the illustrations and texts as they appear.
Interdisciplinary Standard: Roleplay, discuss and identify the duties of the different community workers
Purpose of the lesson:
Students Learning Objective: The students shall be able to draw something they learn from the book and name lasts two things from the picture
Interdisciplinary Learning Objective: The student shall recognize that everyone belongs to the bigger neighborhood and community. They shall role play and discuss the duties of the different community workers.
Skills Addressed
Analyzing information
Collaboration
Critical thinking
Communication
Common Core Standards:
Inquiry Standard SS.6-8.1.1Create compelling questions representing key ideas of the disciplines
Inquiry Standard SS.6-8.1.2 Explain how a question reflects an enduring issue in the field
Days
Content and Teacher Activity
Student’s Activities
1
Introduction
Direct and modeling teaching
The students shall sit, and the teacher shall inform that each person is part of the larger neighborhood. They shall conduct role lay and discuss the duties of different community workers. They shall wear different kinds of uniforms and talk about what each person does in the community. The teacher shall explain the illustrations. The teacher shall also read the book to the children and discuss the photographs in the book. Critical thinking questions shall be asked, such as what the person does and which tools they use.
Watch, listen and learn
2
Objectives of the lesson
Use PowerPoint presentations or shared class material to explain the aims of the lesson.
Utilize history content standards to address critical areas to be covered.
While explaining the main objectives of the lesson, refer to the main cultural and economic activities present during the early river valley civilization.
Review political structures of ancient societies
Analyze the roles of technology using content standard SS.6.1.19.3.
Use student’s discussion groups to engage students in identifying some of the cultural traits during the early river valley civilization period.
Summarize the lesson with questions and answering those questions while highlighting critical areas not understood by the class.
Watch, listen and learn.
Break into class groups
3
Student Assessment
An Informal Assessment: the teacher shall observe the students during the read-aloud to see if they can discuss a photograph and use the term photograph. Based on observations, the teacher shall give more guidance and repeat the instructions. The teacher shall observe the small groups of students to see if they are able to draw something they see from the book and shall assist as necessary and represent the seasons in which the story in the book took place and discuss with the students.
b. Formal Assessment
Content to look for in the assessments the children should recognize if everyone is part of the larger neighborhood or community. They shall do role play and discuss the duties of different people in the community. The students shall illustrate something they learn from a book and label it as per the illustration.
How to collect assessment information?
The teacher shall have a checklist that has all the student’s names. There shall be a column of whether they can identify the right picture. A different column will be used to determine if the students could create illustrations from something from the book and if they can label the drawings. Another column shall be created to indicted if the students could draw and indicate the kind of community helper they would like to be.
How to evaluate the assessments; passing score
The evaluation of the target score shall be that the students shall have a check map for drawing and illustrating. The other target shall be to write and draw the community helper they aspire to be.
Group discussion and interactive class sessions
4
Summary
Accommodation and modifications for the students with special needs: The student having IEP shall be dictated instead of writing those words. Various card pictures shall also be used to be able to link tools to specific community helpers. The ELL students shall write the work in Spanish.
Instructions Material and Resources:
Material: Picture cards, crayons, chart papers, and markers
Video
Books
Writing summary of the lesson
Peer Reviews
what target age group or grade is this lesson for? I think the youngest grade for secondary Social Studies is 6th grade, and lesson activities seem to be geared toward a younger age. The lesson might not be very challenging for them, especially if this is the third lesson plan in a series of three that contributes to the overall unit plan.
One way to perhaps increase the academic rigor of the assignment would be to study different types of communities (i.e. urban, rural, suburban) and study the different industries and community workers in each industry. Depending on the size of your classroom and number of students you have, you might be able to organize an industrial center or “downtown” core, then create a suburban area and the perimeter around the classroom can represent the rural towns. Each area might have different types of community workers, and there might be similarities and differences that the students can pick out. For example, there may be doctors in each urban, rural, and suburban area, but airplane mechanics (or a worker in another highly specialized field) may only work in the area near the airport. For lessons about community and neighborhood for high school students, you could delve into more complex subjects like urban planning for sustainability, what infrastructure needs are most important, or the fight for natural resources vs. indigenous land rights. Just some ideas to add to your lesson plan depending on the grade level of your students.
I believe learning about all the different kinds of people that contribute to a community is a valuable lesson. What grade level is this lesson for? I was also wondering what standard this lesson covers.
Your idea to have students role play various community members is a great activity that will engage student learning and give a deeper understanding of the community. If I were teaching this lesson I might have them start with a short writing activity to engage prior knowledge ad critical thinking (a preassessment). Then a group activity to identify and list the different people/jobs within the community. After a partner, group, or whole-class discussion on each type of person/career, I would give each student a slip of paper with a different profession/person e.g. teacher, farmer, nurse, etc. Now the class is ready for ʻWho am I?ʻ Each student, in turn, gives clues to who they are, including how they are connected to others in the community, and the rest of the class has to guess or ask follow-up questions. For example, I work from 7 am to 5 pm on weekdays, my office is noisy, I take X-rays and draw blood, I see a variety of people in the community, I spend a lot of time with animals…Who am I? I am a veterinarian.
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