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Katie Edney !

Title: Communities !
Subject: You & Your World!
Grade 1 & 2!
Time: 30 minutes (Thursday) & 30 minutes (Monday)!

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Lesson 1 of 4: In this lesson, students will be introduced to the unit of “Communities” for Grade
1 and “Change & Physical Environment” for Grade 2. To begin, the teacher will pair students in
groups of 2. In pairs, students will have a half of a bristol board with water painted at the bottom
and will be told that they have an unlimited amount of money to build whatever kind of home
they want with whatever they want on the property. Each group will have a small amount of time
to present their poster boards to the class and we will arrange them to look like a community
built on a river. This will represent our environment and our community that we built. The
teacher will have a box of props that will demonstrate the kind of waste or harmful things that
properties and human impact leave around and we will brainstorm ways that a community can
work together to keep the environment (people, places, and things) safe and healthy. !

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New Brunswick Curriculum Outcomes (You & Your World)!
Grade 1: !
- 1.4.1 demonstrate an understanding that the way people live in their community evolves over
time!
- 1.4.6 demonstrate an understanding of how communities depend on each other for the
exchange of goods and services!

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Grade 2:!
- 2.5.1. describe how air and water interact in the environment and how these elements impact
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people and places!
- 2.5.3 describe how people’s interactions with the environment have changed over time!
- 2.5.4 demonstrate an understanding of sustainable development and its importance to the
future!

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I can statements:!
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- I can define community!
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- I can understand that the environment is a part of community!
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Materials!
- Poster board cut in half or quarters!
- Box of “garbage” props!
- Markers !
- SMARTboard lesson!
- Chart paper!

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Explanation (5 minutes)!
- Students will be introduced to the unit of communities. To introduce this unit, the teacher will
begin with a lesson on building a community.!
- The teacher will briefly explain that the class has created a community where we can share
goods, services, and assistance. Also identify that where our community is located on a river
that the environment plays a big role in our community. !

- Teacher will show diagram of a community on the SMARTboard. This diagram shows the

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components of a community such as people, schools, hospitals, environment, etc.!

Engagement (15 minutes)!
- The teacher will state that our community will be located on the “TFES River System.” To
build the community, students will be told they have an unlimited amount of resources
(money, tools, etc).!
- The teacher will create groups of two (7 groups of 2, teacher group of 1). !
- In groups of two, students will work together to think about what they would want in their
community/on their property. This will be represented pictorially on sections of poster board. !

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Exploration (5 minutes)!
- The teacher will ask students to stand up in their groups with the poster boards. Each group
beginning with 1A all the way to 7B, will share only TWO things that they have drawn on their
poster boards for time sake. !
- We will place these poster boards on the floor to show our community. Students will be asked
to identify components of a community !

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Elaboration (5 minutes) !
- Teacher will elaborate on the lesson by showing the students a box of props that represent
garbage, dangerous materials to the environment, etc. !
- The teacher will identify ONE thing from each drawing that can have negative effects on our
community. An example: if someone has a boat, there could be an oil leak into the river. !
- From this, the teacher will state that there are ways that communities come together to turn
negative things into positive things and to help our environment. !
- The next class will focus on sustainability and helping our environment/community. The class
will do the “after” pictures of their community based on what techniques they come up with to
sustain their community (recycling, etc). !

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Evaluation!
- Students will be assessed formatively based on participation in whole group exercises, team
work in small groups, and contribution to the artistic projects. !

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Differentiation!
- Furyous' behaviour is to be monitored using Mrs. Katie’s (EA) sticker chart. He will be
rewarded with a sticker on the chart if he works well during this block. !

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