Molloy College

Division of Education

Lesson Plan

Cassidy Richards Professor Wisnewski

Course EDU 329 4/12/17
nd
Grade 2 Topic My Community and other U.S Communities Social Studies

INSTRUCTIONAL OBJECTIVES

After viewing a PowerPoint on Urban, Suburban, and Rural communities, students will work in
groups and complete the Different Communities worksheet, and then individually illustrate a
community of their choice by including 3 specific details that show it is that specific community.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

New York State Social Studies Standard
Key Idea:
2.1 MY COMMUNITY AND OTHER COMMUNITIES: A community is a population of
various individuals in a common location. It can be characterized as urban, suburban, or rural.
Population density and use of land are some characteristics that define and distinguish types of
communities.
Key Concepts:
2.1a An Urban community, or city is characterized by dense population and land occupied
primarily by buildings and structures that are used for residential and business purposes.
2.1b Suburban communities are on the outskirts of cities, where human population is less dense,
and buildings and homes are spaced farther apart.
2.1c Rural communities are characterized by large expanses of open land and significantly lower
populations than urban or suburban areas
Indicator: This will be evident when students correctly complete the different communities
worksheet by labeling different pictures of Urban, Suburban, and Rural communities
New York State ELA & Literacy Standard
Reading: Literature: Key Ideas and Details (RL.2.1)
Ask and answer questions such as who, what, where, when, why, and how
Indicator: This will be evident when students identify where they live, what community they
want to live in and why.
INSTRUCTIONAL RESOURCES
-Urban, Suburban, and Rural communities PowerPoint
-Different Communities worksheet
-Three Types of Communities Worksheet
- Rural, Suburban, and Urban Workers homework sheet

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 MOTIVATION
The teacher will begin by having the students participate in a turn and talk. Does anyone know
what an urban community is? Does anyone know what a suburban community is? Does anyone
know what a rural area is?

DEVELOPMENTAL PROCEDURES
1. Students will recall prior knowledge by answering if they ever heard of Urban, Suburban,
or Rural areas by participating in a turn and talk. (Does anyone know what an Urban
community is? Does anyone know what a Suburban community is? Does anyone know
what a Rural area is?)
2. Students will see pictures of urban communities in a PowerPoint (Has anyone been to a
Urban community before? Has anyone seen an Urban community before? What do you
notice in the pictures?)
3. Students will see pictures of suburban communities in a PowerPoint (Has anyone been to
a suburban community before? Has anyone seen a suburban community before? What
does this community look like?)
4. Students will see pictures of a rural a community in a PowerPoint (Has anyone been to a
rural community before? Has anyone seen a rural community before? Which community
do you think you live in and why? What do you notice is different compared to the other
two communities?)
5. Students will participate in numbered heads together activity. The class will be broken up
into groups of four and each will be assigned a number from one to four. Each group will
have to complete the different communities worksheet where they will label six different
pictures by correctly determine which community is in the picture.
6. Students will be called up to the board by their assigned number to label one picture from
the worksheet, this will continue until all six pictures have been correctly labeled. (After
learning about all three different communities which one would you want to live in and
why?)
7. Students will individually illustrate a house in the community that they decided they
would want to live in and include three specific details in their drawing that clearly show
which community they chose.

INSTRUCTIONAL STRATEGIES

Discussion
Indicator: This will be evident when the students participate in the turn and talk activity
by recalling information on different communities.
Cooperative learning
Indicator: This will be evident when the students participate in the numbered heads
together group work to complete the different communitys worksheet.

ADAPTATIONS
The student who struggles with fine motor skills will be provided with thick crayons and pencil
grips during the group work, and to illustrate their community.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
The student with a visual impairment will be redirected to sit in the front of the class to be able to
view the PowerPoint clearly.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
The teacher will put the directions on the board, say the directions aloud to the students, and
provide an example illustration of each community.
Average Students
The teacher will provide an example illustration of one community, and walk around the class
monitoring the students.
Advanced Students
The teacher will allow students to create illustrations of the other two communities they did not
pick, when finished their first illustration with time left.

ASSESSMENT
Students will illustrate a community of their choice by including three specific details of that
community.

INDEPENDENT PRACTICE
After the lesson on different communities, students will have to complete Rural, Suburban, and
Urban Workers homework worksheet.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

The student and teacher together will look at different images of different communities where the
teacher will describe the details of each picture that indicate why it is part of a certain
community.
Academic Enrichment
The student will create a poster of their own community and indicate whether it is an urban,
suburban, or rural area. In a paragraph that is attached to the poster, students will explain why it
is an example of its given community.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

Communities. (n.d.). Retrieved April 11, 2017, from

https://www.superteacherworksheets.com/communities.html

Cheri Turman, 5th Grade Teacher at Second Grade Teacher Follow. (2010, June 15). Community
types: urban, rural and suburban. Retrieved April 11, 2017, from
https://www.slideshare.net/clturman/community-types-urban-rural-and-suburban?
next_slideshow=1

Community Worksheets. (n.d.). Retrieved April 11, 2017, from

https://www.allkidsnetwork.com/worksheets/social-studies/communities/

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Different Communities
Name:_____________________ Date:_____________

Directions: Label each photo by whether its an Urban, Suburban, or Rural community

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language