Community Lesson 2

Date:
Subject: Social Studies Grade: 9
Topic: Essential Question (from unit, if applicable): Are there different kinds of
communities? How are the needs of each community met by their institutions?

Materials:
4 large pieces of paper
writing utensils
Pictures of communities (rural, large, reserve, their own)

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
At the end of the lesson students will be able to identify what a community is, and how
different communities operate. They will know how communities function.

Broad Areas of Learning:

Sense of self, community, and place: Students will gain a sense of perspective on how
different kinds of communities affect different populations.
Engaged Citizens: Students will realize that some communities benefit differently from
the government. They will understand that there is room for improvement and change
in how different communities operate.

Cross-Curricular Competencies:
Develop Thinking: Students will apply existing knowledge about different types of
communities and analyze connections and differences between them.
Develop Literacy: Students will communicate their findings in reading and orally. They
will respond to other groups ideas and participate in a group discussion.
Develop Social Responsibility: Students will use moral reasoning to see their privilege
versus others, and show respect to different people, communities, and societies.

Outcome(s):
IN9.1 Explain what constitutes a society
a. Relate the functions and services of institutions in the community (e.g., schools, churches, local governments,
parents, Elders, traditional knowledge keepers) to the needs of the people in that community

PGP Goals:
2.2 proficiency in the Language of Instruction
3.1 ability to utilize meaningful, equitable, and holistic approaches to instruction

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
As they walk from station to station in their groups, I will be visiting them and listening
to their conversations. Form here I will be able to tell if they are grasping the concept of
community and realizing the differences among different communities.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
When they have moved to all 4 charts, we will review how each community functions,
and how each community functions differently. At the end, they will think, pair, share,
writing in their journals Do all communities benefit the same from what our Canadian
institutions have to offer? If they do not feel comfortable sharing their answer with the
class, I will have it in writing in their journal.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

At the beginning of the lesson I will ask what a society is. (they should know this from
lesson 1). Then I will ask them if they know what a community is. We will then
brainstorm the difference between society and community. I will have 4 large papers
laid out, with pictures of different types of communities at each station (for example:
their own, rural, larger, residential, urban etc.)

Main Procedures/Strategies:
Students will be split into four groups, each group at a different community station.
They will have 2 minutes at each station to write down as much as they know about that
community down. I will give them guiding questions such as how does this community
function? What kinds of institutions does this society have? How do they survive? Etc.
They will rotate around the room filling in the new sheet, but they cannot repeat what
another group has previously written down. Once each group has been to all 4 stations,
we will come back together as a class.
Each group will present their paper to the class. We will go over questions as a class:
How are the needs of each community different? Are the needs of each community
being met, why or why not? What institutions fund each community? Are some
communities benefiting more than others?
These questions will guide them into the closing of the lesson.

Closing of lesson:
Think, pair, share: write in journals: do all communities benefit the same from what
our Canadian institutions have to offer?
If the students do not want to share their ideas with the class, that is ok.

Personal Reflection:
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)