Teacher: Brooke Kellett Lesson Title: Mapping the community

Grade: K

Curricular Connections
Big Ideas

Essential
Questions

tand Unders

What will students remember long after the unit is over? (enduring
understandings
-

What driving questions will frame the learning? (open-ended;

connected to Big Ideas)

Strong communities are the result of

being connected to family and
community and working together
toward common goals.
Effective collaboration relies on clear,
respectful communication
Communities include many different
roles requiring many different skills

What kind of person will I be?

What is my role in the community?
What skills do I have?
Where is the location of places I like
to go?
How can I map a community?

Core Competencies
Which core competency or competencies will be focused on in this unit?
Communication
Creative Thinking
Critical Thinking
Positive Personal and Cultural Identity
Responsibility
Social Responsibility

Do

Personal Awareness and

I ask and respond to questions (COM)

I present information clearly and in an organized way (COM)
I can represent my learning and tell how it connects to my experiences and efforts
(COM)
I can get new ideas or build on other peoples ideas, to create new things within the
constants of a form, a problem, or materials (CT)
I get ideas when I play. My ideas are fun for me and make me happy (CT)

Curricular Competencies
Which process skills will students be applying in order to learn the content? List only those that will be assessed.

Know

Share ideas, information, personal feelings and knowledge with others

Work respectfully and constructively with others to achieve common goals
Recognize the importance of learning in their lives and future careers
Identify and appreciate the roles and responsibilities of people in their schools,
families and communities

Content
What knowledge will students learn and be assessed on?

Goal setting strategies

Risk taking and its role in self-explorations
Cultural and social awareness

Assessment
Learning Services, SD #40

DRAFT

L Kim, J Angiola

Learning OF
LearningLearning
AS
FOR

Teacher: Brooke Kellett Lesson Title: Mapping the community

Grade: K

Formative
How will information be gathered about what students already know (i.e., pre-assessment/accessing prior knowledge)? What strategies will be
used to evaluate student learning and adjust teaching? Where will students have the opportunity to share their understanding in order to receive
feedback, revise and improve?

Prior - Discussion with the class about community helpers and the buildings in our
communities
Reflective
What opportunities will there be for students to reflect on their thinking and feelings as part of their learning? (e.g., self/peer evaluations, partner
talk, goal setting, journaling, etc.)

Students will complete a personal community map based on what they have learned
They will share their map during a sharing circle the next day. Students will give

Summative

How will students demonstrate their understanding of the curricular connections listed above (e.g., performance task, project, portfolio, test,
etc.)? How will the assessment criteria be communicated to or created with students?

Students will be given the lesson objective prior to the lesson. They will also be
given a criteria of what is needed to be successful

Lesson At a Glance
Planning
Essentials:

Extensions and
adaptations

Aligns with
assessment

Timelines

Learning
Opportunities:

Cross-curricular
connections

Aboriginal
perspectives

Inquiry

Technology

Place-based,
community
learning

Sustainability
and
environmental
awareness

Visual literacy

Other
Considerations:

Differentiated
learning

Student
grouping

Student voice
and choice

Anxiety

1. Hook
- Google Maps Here is a map of our community. What do you see? (cross
curricular with technology and applied learning skills)
2. Have students move into a circle. Lay down a blank piece of paper and go over
the lesson goals
Objectives
- To build our own community in KG6
How I will know I am successful
- I can name buildings in my community
- I can place them where I think they best belong
- I can collaborate with my classmates in a respectful way to co-create a
community of our own
3. Ask students/Have students begin creating the community
What do you remember about the buildings we have in our community?
What should our first building be? Why?
What should we add next?
Extension questions
- What should the hospital be close to?
- Where should the houses go?
- What building should be closest to the river?
- What other buildings could we add to our community?
- How does our community differ from a first nation community?
4. Send students to the desk to create a community of their own. Have students
label three buildings using the building word wall (cross curricular with art and
language arts)

Modifications
- Label 1 building on personal map
- Provide stickers for students sitting nicely to promote good behaviour during
carpet time.
- Students who struggle with carpet time will be sitting in proximity to the
teacher

Learning Services, SD #40

DRAFT

L Kim, J Angiola

Teacher: Brooke Kellett Lesson Title: Mapping the community

Grade: K

Resources
-

Google Maps
Projector
Word Wall
Blank Paper
Large Paper
Community Buildings

Learning Services, SD #40

DRAFT

L Kim, J Angiola