Pptcommunities

Rural, Urban, and Suburban Communities

Rural, Urban, and Suburban Communities

Communities are DifferentCommunities are Different

Laura SimpsonEDSE 604

Class:Class:

2nd Grade Inclusion Class Urban Environment 25 Students

6 Learning Disabled

2nd Grade Inclusion Class Urban Environment 25 Students

6 Learning Disabled

Subject IntegrationSubject Integration

Social Studies Reading Writing Technology Art

Social Studies Reading Writing Technology Art

New York State Standards(https://stateaid.nysed.gov/scripts/sa/pi_find.idc)


Social Studies – Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their

understanding of the geography of the interdependent world in which we live- local, national, and global – including the distribution of people, places, and environments over the Earth’s surface. SS 3 C- Select and design graphs, tables, charts, and

diagrams, and other graphic representations to present geographic information

SS 3 E- Study about how people live, work, and utilize natural resources

SS 3 E- Draw maps and diagrams that serve as representations of places, physical features, and objects

Social Studies – Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their

understanding of the geography of the interdependent world in which we live- local, national, and global – including the distribution of people, places, and environments over the Earth’s surface. SS 3 C- Select and design graphs, tables, charts, and

diagrams, and other graphic representations to present geographic information

SS 3 E- Study about how people live, work, and utilize natural resources

SS 3 E- Draw maps and diagrams that serve as representations of places, physical features, and objects

https://stateaid.nysed.gov/scripts/sa/pi_find.idc




















The Arts – Standard 1: Creating, Performing, and Participating in the Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Art 1 E- Identify and use, in individual and group experiences, some of the role and means for designing, producing, and exhibiting art works (e)

Art 2 C- Use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation

The Arts – Standard 1: Creating, Performing, and Participating in the Arts

Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

Art 1 E- Identify and use, in individual and group experiences, some of the role and means for designing, producing, and exhibiting art works (e)

Art 2 C- Use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation



















National Council for the Social Studies Standards(http://www.socialstudies.org/standards/strands)

National Council for the Social Studies Standards(http://www.socialstudies.org/standards/strands)

1. Culture: Social Studies programs should include experiences that provide for the study of culture and cultural diversity.

3. People, Places, and Environments: Social Studies programs should include experiences that provide for the study of people, places, and environments.

4. Individual Development and Identity: Social Studies programs should include experiences that provide for the study of the individual development and identify.

5. Individuals, Groups, and Institutions: Social Studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

1. Culture: Social Studies programs should include experiences that provide for the study of culture and cultural diversity.

3. People, Places, and Environments: Social Studies programs should include experiences that provide for the study of people, places, and environments.

4. Individual Development and Identity: Social Studies programs should include experiences that provide for the study of the individual development and identify.

5. Individuals, Groups, and Institutions: Social Studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

http://www.socialstudies.org/standards/strands






RationaleRationale Students will:

ｷｷ Select and design graphs, tables, charts, and diagrams, and other graphic representations to present geographic information

ｷｷ Study about how people live, work, and utilize natural resources ｷｷ Draw maps and diagrams that serve as representations of places,

physical features, and objects ｷｷ Identify and use, in individual and group experiences, some of the

role and means for designing, producing, and exhibiting art works (e) ｷｷ Use the computer and electronic media to express their visual ideas

and demonstrate a variety of approaches to artistic creation

Students will: ｷｷ Select and design graphs, tables, charts, and diagrams, and other

graphic representations to present geographic information ｷｷ Study about how people live, work, and utilize natural resources ｷｷ Draw maps and diagrams that serve as representations of places,

physical features, and objects ｷｷ Identify and use, in individual and group experiences, some of the

role and means for designing, producing, and exhibiting art works (e) ｷｷ Use the computer and electronic media to express their visual ideas

and demonstrate a variety of approaches to artistic creation

Student PreparationStudent Preparation Students must have prior knowledge about the

area in which they live. Observations must be taken about the community

(urban) they reside in. Students must be familiar with the terms: subway,

train, bus, noise pollution, skyscraper, and building.

Students must have prior knowledge about the area in which they live.

Observations must be taken about the community (urban) they reside in.

Students must be familiar with the terms: subway, train, bus, noise pollution, skyscraper, and building.

MotivationMotivation

Engage the class in this lesson by showing the video City Mouse, Country Mouse.

(http://www.youtube.com/watch?v=rAy1KljtAYQ&feature=related)

Tell students to pay close attention to the different areas that the mice live in.

Engage the class in this lesson by showing the video City Mouse, Country Mouse.

(http://www.youtube.com/watch?v=rAy1KljtAYQ&feature=related)

Tell students to pay close attention to the different areas that the mice live in.

http://www.youtube.com/watch?v=rAy1KljtAYQ&feature=related










Day 1(Whole Group Instruction - 45 mins)

Day 1(Whole Group Instruction - 45 mins)

Read the book Clifford, the small Red Puppy aloud to the class. Have students pay close attention to the places in which Emily Elizabeth and her family live. Ask comprehension question throughout the story such as:

ｷｷ Why is the house Emily Elizabeth and her dog Clifford live in a great place when Clifford is small?

ｷｷ What happens to Clifford during this story? ｷｷ Why is a rural area better for Clifford at the end of the story?

After the story tell students that there are different communities where people live. Tell the students at the beginning of the story, Clifford and Emily lived in the city. It was perfect for them because Clifford was small. When Clifford started to grow, they had to move to a rural area. A rural area has room for him and is not congested. Have the students complete a graphic organizer with things found in a rural area and an urban area. Have students infer what type of community they live in.

Read the book Clifford, the small Red Puppy aloud to the class. Have students pay close attention to the places in which Emily Elizabeth and her family live. Ask comprehension question throughout the story such as:

ｷｷ Why is the house Emily Elizabeth and her dog Clifford live in a great place when Clifford is small?

ｷｷ What happens to Clifford during this story? ｷｷ Why is a rural area better for Clifford at the end of the story?

After the story tell students that there are different communities where people live. Tell the students at the beginning of the story, Clifford and Emily lived in the city. It was perfect for them because Clifford was small. When Clifford started to grow, they had to move to a rural area. A rural area has room for him and is not congested. Have the students complete a graphic organizer with things found in a rural area and an urban area. Have students infer what type of community they live in.

Day 2 - Small, heterogeneous groups (50 mins.)

Day 2 - Small, heterogeneous groups (50 mins.)

Review with the class different communities and characteristics of the communities. Present the class with the virtual farm trip. Have the students infer what type of community is being shown.

Next present the class with the city trip. Have the students infer what type of community is being shown.

Tell the students that they will be working in groups to design a community of their own. Explain that today they will be meeting with their group to decide what type of community they would like to build, where it is to be located, and it’s name. Explain that each student will be given a specific job.

Review with the class different communities and characteristics of the communities. Present the class with the virtual farm trip. Have the students infer what type of community is being shown.

Next present the class with the city trip. Have the students infer what type of community is being shown.

Tell the students that they will be working in groups to design a community of their own. Explain that today they will be meeting with their group to decide what type of community they would like to build, where it is to be located, and it’s name. Explain that each student will be given a specific job.

JobsJobs Job 1 - SCRIBE

The scribe’s responsibility is to write the final draft of the project. Job 2 - COLLECTOR

The collector is responsible for collecting the bin of supplies at the beginning and ending of the work period.

Job 3 - SCRAP MONSTER The scrap monster is responsible for cleaning the work area

following the work period. Job 4 - DOCUMENT HOLDER

The document holder is in charge of holding the folder for the group. Inside will be material that the students are using for their group project.

Job 5 - BOX HOLDER The box holder is in charge of getting and putting away the

shoebox.

Job 1 - SCRIBE The scribe’s responsibility is to write the final draft of the project.

Job 2 - COLLECTOR The collector is responsible for collecting the bin of supplies at

the beginning and ending of the work period. Job 3 - SCRAP MONSTER

The scrap monster is responsible for cleaning the work area following the work period.

Job 4 - DOCUMENT HOLDER The document holder is in charge of holding the folder for the

group. Inside will be material that the students are using for their group project.

Job 5 - BOX HOLDER The box holder is in charge of getting and putting away the

shoebox.

Day 2 (Cont.)Day 2 (Cont.) Next, present the grading rubric to the students. Explain how they will

be assessed. Then, direct students to their groups by giving the students their job

number and their groups meeting location. Give the student with Job 4 the groups folder. Inside there is a sheet where students will write down their ideas for the type of community and the names. Students will then collaborate together and discuss their ideas. The groups that are designed are heterogeneous. There are 4 students who are Special Education Students that have LD. Each student will be placed in a

different group.

Next, present the grading rubric to the students. Explain how they will be assessed.

Then, direct students to their groups by giving the students their job number and their groups meeting location. Give the student with Job 4 the groups folder. Inside there is a sheet where students will write down their ideas for the type of community and the names. Students will then collaborate together and discuss their ideas. The groups that are designed are heterogeneous. There are 4 students who are Special Education Students that have LD. Each student will be placed in a

different group.

Day 3 (heterogeneous groups, 30 mins.)


Explain to the students that today they will be researching more information about the type of community they will be building. Inside their group’s folder will be a sheet that will be completed today. On the sheet they will include specific things that they will put in their shoebox.

Students can use the books that have been placed in the front of the room. Websites will be listed for the students to view on their laptops. (The teacher will be walking around and assisting students during this time).

When the sheet is completed it will be placed back into the folder. Each job will then be responsible for clean up.

Explain to the students that today they will be researching more information about the type of community they will be building. Inside their group’s folder will be a sheet that will be completed today. On the sheet they will include specific things that they will put in their shoebox.

Students can use the books that have been placed in the front of the room. Websites will be listed for the students to view on their laptops. (The teacher will be walking around and assisting students during this time).

When the sheet is completed it will be placed back into the folder. Each job will then be responsible for clean up.



Students will use the materials inside of their bins (scissors, construction paper, markers, colored pencils, paint, clipart pictures printed from the laptop, and glue) to construct their community.

Students will write a rough draft paragraph as to what type of community they have constructed and why it is to be classified as a rural or urban community.

Students will use the materials inside of their bins (scissors, construction paper, markers, colored pencils, paint, clipart pictures printed from the laptop, and glue) to construct their community.

Students will write a rough draft paragraph as to what type of community they have constructed and why it is to be classified as a rural or urban community.

Day 5(heterogeneous groups, 50 mins.)

Day 5(heterogeneous groups, 50 mins.)

Students will write their final draft. On their final draft, the groups will divide the information up so that each member of the team will be reading aloud to the class. Students will also decide who will hold the presentation.

Students will present their projects for classmates to view. The groups will also read about their community.

Each group will be required to present their presentation. Each student will be required to actively speak aloud to the class. The lines each student will read will be predetermined by the group members.

Students will write their final draft. On their final draft, the groups will divide the information up so that each member of the team will be reading aloud to the class. Students will also decide who will hold the presentation.

Students will present their projects for classmates to view. The groups will also read about their community.

Each group will be required to present their presentation. Each student will be required to actively speak aloud to the class. The lines each student will read will be predetermined by the group members.

Materials and ResourcesMaterials and Resources City Mouse, Country Mouse (http://www.youtube.com/watch?

v=rAy1KljtAYQ&feature=related) Clifford the Small Red Puppy by Norman Bridwell Graphic organizer sheet Grading Rubric 5 folders 5 bins 5 shoeboxes glue construction paper scissors paint modeling clay laptops with printer worksheets (days 2 and 3) Virtual tours

City Mouse, Country Mouse (http://www.youtube.com/watch?v=rAy1KljtAYQ&feature=related)

Clifford the Small Red Puppy by Norman Bridwell Graphic organizer sheet Grading Rubric 5 folders 5 bins 5 shoeboxes glue construction paper scissors paint modeling clay laptops with printer worksheets (days 2 and 3) Virtual tours

ModificationsModifications Students who are LD will be placed in different groups. The project includes differentiated learning through

various subjects and learning styles. Visual clues are made available. Repetition of material is also available to the students. Peer-to-peer learning will ensue working collaborately,

which will also help students who are LD by reinforcing the material.

Students who are LD will be placed in different groups. The project includes differentiated learning through

various subjects and learning styles. Visual clues are made available. Repetition of material is also available to the students. Peer-to-peer learning will ensue working collaborately,

which will also help students who are LD by reinforcing the material.

Technology Technology

Students will use technology through watching the You-Tube video City Mouse, Country Mouse.

Students will also take a virtual tour of a city and a farm area.

Students will have laptops available with websites to view various pictures of different communities.

Students will use technology through watching the You-Tube video City Mouse, Country Mouse.

Students will also take a virtual tour of a city and a farm area.

Students will have laptops available with websites to view various pictures of different communities.

Assessment (Rubric)Assessment (Rubric)PBL Different Communities

Category 10 Points 8 Points 6 Points 4 Points

Participation Takes an active part in the activity all the time

Takes an active part in the activity most of the time.

Requires reminding to participate in the activity

Does not participate in the project.

Creativity Demonstrates a unique level of originality.

Demonstrates originality.

Lacks originality.

The work shows little or no though of original though.

Content/Accuracy All pictures and facts are accurate.

Most of the facts are accurate.

Half of the facts are accurate.

The work shows few facts that are accurate.

Writing There are no grammatical mistakes.

There are 2 or less grammatical mistakes.

There are 2-5 grammatical mistakes.

There are many grammatical mistakes.

Timeliness The work is completed on time.

The work is completed 1 day late.

The work is completed 2 days late.

The project has not been completed.

Total Points

Score ______ Comments:

Student Work (Sample)Student Work (Sample)