Name: Michael Kleber Content Area: Social Studies Grade Level: 4th Grade Date: September 1, 2013 Big

or Essential Question: What is the difference between Urban, Suburban, and Rural Communities? How are these kinds of communities similar? Different? Curriculum Standards: 7.3.4.A Identify the human characteristics of places and regions using the following criteria: - Population - Culture - Settlement - Economic activities - Political activities Lesson Objectives: Using pictures taken in Erie County, the 4th grade social studies student will be able to correctly sort and identify each picture into three categories: urban, suburban, or rural. Using educated reasoning and verbal expression; the 4th grade social studies student will be able to justify his or her reasons for classifying a picture as urban, suburban, or rural. Assessment: To assess student understanding of the concept being taught, the class will create a three column chart that they will use to sort the pictures taken in Erie County into the corresponding community classifications. To further assess student understanding of the concepts being covered, the students will be asked to actively participate in class discussion about the three different community types. Materials and Resources: - Promethean board for powerpoint presentation - Example photographs from around Erie County - Practice worksheet (1 per student)

Anticipatory Set: To get the students engaged and ready for the lesson, Im going to quiet the whole group down, and then ask them if they have ever been to a farm, a big city, and a mall like the Millcreek Mall. I am going to allow for the students to briefly share their experiences, before starting the powerpoint presentation. Procedures: First, open the powerpoint to the first slide, and ask for a student volunteer to read what is on the cover slide. o Once a student has read the slide, or has received help in reading the slide, I will ask the whole class if they know what these words mean, fielding responses from a few volunteers (only those who raise their hands.) The first several slides of the presentation are the same pictures of Erie and the surrounding areas that will be used in the sorting activity. Briefly describe each picture, explaining where it is, and what goes on there. Once all pictures have been seen and described, show the slides with the brief facts about each of the three community types, giving a brief example or explanation of each bulleted point, while still keeping the lesson moving. Once all bulleted points have been discussed, leave the powerpoint on the last slide (talks about sorting the pictures.) At this time, on the chalkboard, draw three columns (large enough that several large pictures can be taped there.) o Label these with Urban, Suburban, and Rural. Explain to the students that they will be helping me with sorting the pictures that they had just seen in the powerpoint. o Go through the pictures one at a time, asking for a volunteer to put the picture in the appropriate column. Be sure to ask each volunteer for their reason in placing the picture in the column that they did. Should a student place a picture in an incorrect column, prompt them gently, asking them if there is perhaps a better column that they could put it in, using bulleted points as reference for the student to use in understanding your correction. Once all pictures have been placed in the appropriate columns, instruct the students to have only a pencil on their desks, and tell them that they will be doing a short worksheet, just to get a little bit of extra practice with the three different kinds of communities. Distribute one paper to each student, asking them to put their names on them, and to work quietly.

o Also tell the students that when they are done, they should flip their paper over and draw a picture of one of their favorite places in their community. Students will do this until all papers are turned over, at which point collect the papers and proceed with closure and transition. Adaptations: For students with behavioral and attention difficulties, use a proximity approach, walking near them, and quietly redirecting their behaviors towards the topic at hand. For English language learners, be sure to explain the pictures and examples very simply, using basic language to describe everything. Gestures may also help in allowing students to understand concepts that they may not understand fully (point to places or items that you are talking about) Closure: To wrap the lesson up, allow for student volunteers to stand in place (at their seats) and share what their favorite place in their communities is and why. Allow as many responses as there is time for, and transition the students to their next activity or subject.