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5/26/2015
3rd grade
Length of Lesson: 1 hour
Name of Social Studies Lesson: Making A Community
Social Studies Objectives: Standard 2: Students will understand cultural factors that shape a
community.
Objective 1: Evaluate key factors that determine how a community develops.
Common Core Objectives: ( ELA)
Writing Standard 2- Write informative/explanatory texts to examine a topic and convey ideas and
information clearly
Preparation:
Colored pencils, markers, scissors, blank 8x10, glue-sticks, poster-board, newspapers,
magazines, Making a Community Worksheet, Book: On the Town: A Community Adventure by
Judith Casely
Introduction (10 minutes):
The students should already have some prior knowledge concerning what defines a community
but to gauge prior knowledge the teacher will begin by doing an informal pre-assessment by
asking the students what defines a community and clarifying any misconceptions the students
might have about what defines a community. During this assessment, as a class, students will
verbally express what characteristics they think a community might have as the teacher writes
their ideas down on the white board, and then the teacher will provide examples of what
characteristics their own family exhibits. Then the teacher will read A Community Adventure
to give students visual examples of what a community might look like and to help solidify how a
community develops.
Content Activity:(40 minutes)
After reading the story the teacher will discuss what values and beliefs they have, what holidays
they celebrate, foods they eat, music they enjoy, what they do for fun, etc. After the teacher has
covered their own family the teacher will have the students fill out the Making a community
worksheet where they provide details concerning their own families culture and characteristics.
The teacher will encourage students to think about their own families list and what
characteristics they could add to the community list e.g. Language, religion, location, values,
Students should have a general idea of what a community would look like?
Can the students identify different elements that make up their culture?
Adaptations:
Groups can be pre-selected by teacher; peer collaboration and assistance, students can take home
anything they cant finish as homework.
Integration- Students will practice writing in their journals about what they learned concerning
communities. The teacher will have the students pull out their journal and be ready to write their
answers to the given prompt what characteristics form a community, what kind of community
do you live in, have the students describe in detail, and what a different kind of community
would look like?
Extensions:
Students can research their own family history and learn about their culture by asking their
parents and grandparents. Students may take their worksheet Making a Community home and
have parents help them fill out the list.