SAINT FRANCIS UNIVERSITY

Loretto, PA 15940

EDUCATION DEPARTMENT

LESSON PLAN Format

Student Teacher: Christine Wortmann Grade: K

Subject: Geography Time Needed for Lesson: 45
Lesson Concept: Community

PA STANDARD(S) (Write out standards):

Standard - 7.1.K.B
Describe the location of places in the home, school, and community to gain an understanding of
relative location.
Standard - 7.2.K.A
Describe the characteristics of homes and businesses located in the community to gain an
understanding of physical features.
Standard - AL.2.K.E1
Retain and recall information presented over a short period of time.
Standard - CC.1.5.K.A
Participate in collaborative conversations with peers and adults in small and larger groups.

OBJECTIVE(S) (Be sure to include all three parts):

Students will be able to:

Identify and explain what a community is (a group of people living or working together in the
same area) with 95% accuracy.

Create and explain a community building and its contributions to the community with 95%
accuracy.

MATERIALS:

Large white construction paper or poster board

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Black permanent marker

Writing paper
Pencils
A variety of books about communities
Recycled materials
Glue
Tape
A variety of different colored construction paper
Brushes
Paint

ACTIVITIES (There are three sections here):

OPENING (hook, purpose and basic plan)

Preface: By explaining to students that today we will be learning about a community.

Ask: What is a community?
Encourage: Students to share their answers with the class.
Explain: That a community is a group of people living or working together in the same area.
People in communities might go to the same schools, shop in the same stores and do the same
things. They also help each other and solve problems together. If it's a bigger community, the
people in it might not always go to the same places, but they might like or believe in the same
things.
Ask: Students to explain what the word community means to them.
Encourage: Students to share their answers with the class.
Record: All student responses on a chart and title it “Community”. Discuss all contributions to
the poster.
Listening Focus: Today we are going to talk about the classroom as a community and our local
community and what they have in common.
Look/Listen/Discuss: The class will be divided into small groups. Each student will be working
in their assigned small groups to create a building for the 3D community.

BODY:(Bulleted step by step)

Modeling: (I do)

1. Ask students how the classroom is a community?

2. Encourage students to share their answers with the class.

3. Write student responses on the whiteboard or chalkboard.

4. Write neighborhood and school on the whiteboard or chalkboard and inquire and discuss with
students’ similarities between different types of communities.
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5. Encourage students to share their answers. Have students provide a thumb up if they agree
with answers or a thumb down if they disagree with the answers.

6. Remind students to stay on topic discussing communities during their small group time.

Guided practice/role playing: (we do)

1. Divide the class into small groups of three or four.

2. Using the song “Where are the places in your neighborhood (use tune from the Sesame Street
song Who are the people in your neighborhood)” have students think of places in categories to
substitute. For example, the post office is a place in my neighborhood, in my neighborhood, in
my neighborhood.

3. Encourage students to share a few examples of places in their neighborhood singing the song.

4. Pass out materials and explain to students that they are going to create a 3D community using
recycled materials like boxes, cardboard and tubes.

5. Provide small groups with some time to brainstorm ideas for what each individual in the
group will create.

6. Have each student share their idea for a community building.

7. Write on the board what community building each student is making for example, Joshua –
bank.

Feedback and Correction:

During the whole class discussion students will provide a thumb up if they agree with the
responses of their peers. Details reviewed earlier will be reinforced, and if students suggest
incorrect responses, explain that they are good choices, but a more correct solution is.

Independent Practice/Opportunities for Practice:

1. Explain to students that will create a 3D community out of recycled materials.

2. Encourage students to collaborate with everyone in their assigned small group on various
building and art techniques and strategies.

3. As students are working in small groups rotate throughout the small groups providing inquiry
questions.

4. Each small group will present and add their community buildings to the 3D community and
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explain what the community buildings contribute to the community.

5. After each group has presented their project for the 3D community explain that the display
will be available for families, peers, and teaching staff members to view.

6. For students that need additional time or have missed design elements on their community
building have them go back and add elements.

CLOSURE (Wrap up and brief summary):

1. Review: The importance of community, community members, and places in the community.

2. Extend: We will continue to learn about our community and its community helpers.

3. Remind students that during learning center time you will be observing them creating
communities. Encourage students to pretend they are different community members in dramatic
play area.

ACCOMMODATIONS (Refer specifically to UDL):

1. Simplification of activity: Teaching staff may use inquiry questions throughout the lesson to
assist students. Students that have difficulty understanding what a community is and/or creating
their 3D community project may have a teacher assist them.

2. Extension: Have students share details about their community during circle time and/or
students may write about their community in their writing journal.

ASSESSMENT (How you will determine that student has mastered objectives):

To ensure that students have met objectives each child will have an assessment check sheet
completed by teaching staff. Assessment check sheet will have a key M-met objective, MA-met
with assistance, and NY-not yet met. Students will be observed during large and small group
activities.

SELF-ASSESSMENT/REFLECTION (Complete this section if you have taught this lesson to

peers or in clinical placement):
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ENVIRONMENTAL PLAN
In this area, list materials that you plan to add to the environment relative to the content or theme your students are exploring.
Art Area/Center
Add a variety of materials
and mediums so students may
create pictures of various
communities.
Dramatic Play Area/Center
Add dress up clothes for a
variety of community jobs.
Block and Construction Library/Book Area/Center Manipulative Area/Center
Area/Center
Add an assortment of books Writing center
about communities. Add the writing prompts:
A___________ is a place in
my neighborhood.
My favorite place in my
community is_____.
Music & Movement Area or Sensory Table or Center Outdoors
Center
Add clipboards, drawing
paper, and colored pencils.
Encourage students to draw
pictures of places in the
community that they can
view from the playground.