Lesson on Community of Rural and Urban Communities

Grade 1
Lesson: 22
Date: Tuesday March 13th 2017
Class time: 10:20 after recess
1. For the start of the lesson I will writing an I can statement on the

board. I can provide characteristics between rural and urban communities.

I will explain the following that rural is a country and that urban is a city so

students dont get confused. (Ask the students what is the name of their

country and what the name of our city is for review) Furthermore, I will

provide what both mean in my own words providing each with an example.

Such as fields are part of a rural community and skyscrapers are part of an

Urban community. I also add in what a suburban community is also. Red cliff

or Desert Bloom are two great examples. Take about 5- 10mins)

2. Afterwards, I

will assign each table one at a time to sit in a circle on the carpet area. The

grade 1s will watch 2 videos called Types of Communities visualized by

paper drawings and the other titled Urban, Suburban and Rural communities.

This will help the Grade1s to visualize what a Rural and Urban community

looks like and to also see the difference between the two. (Take about 10

mins max)

3. When the videos are finished, I will be using two paper signs one

that says Rural and the other that says Urban. With magnets on the back I
will stick them on the white board. There will be 6 characteristics of rural and

6 characteristics of Urban. I will assign all the students to pair into two and I

will each give them a characteristic; each group will have to figure out if its

either Rural or Urban and discuss why. I will give them a about 2-3 minutes,

after when all the groups are done discussing and think they know what their

answer is, each group will stick their square on the white board. When all the

students are finished, I will examine one by one each square and each group

will answer. If a group has their answer under the wrong category, I or

another group will politely say why it does not fit with the community they

have chosen. This strategy comes into great use, because the pressure is not

on just one student but with another or as a group. This prevents students

from feeling discouraged or embarrassed by their answer. (Take about 10

mins max)

4. When that fun lesson is over, I will assign all the students to go back

to their desks by tables. I will be going back to the board and I will be

teaching what they are assigned to do in their journals step by step. 1. You

will get a sheet to cut and glue in your journals based on Rural and Urban

communities 2. For this assignment, you will match the correct blocks to

match Rural and Urban communities, Ill provide an example on the board. 3.

When you are cutting please do not cut all the squares out otherwise you

might lose some. There are 6 squares for both categories, however I only will

assign the students to glue only 3 each for both sides. 4. For those who are

that are done earlier can draw and write some more characteristics for each
type of community. 5. If you are done early and when you are writing provide

plurals such as the letter s at every end of the word such as Police Offices

and Museums, to demonstrate that there is more than just one. (5-10 min)

6. If some students dont understand I will explain it once again, in a

way where they might understand it a bit better. After the lesson and when

all the students are done their assignment, assessment will take place by

pair group. Students will get into pairs of two and both students will discuss

the difference between both and give an opinion of which one they would

prefer to live in and why. This is not only an example of Formative

assessment but it lets me walk around and to get a just if the students

understood my lesson or not. Afterwards I will also provide another form

assessment by assigning the students to sit on the carpet and to do a rolling

the dice activity. This allows students to not only identify answers but also it

lets me know that the students can discuss the lesson by what they have

learned.