Unit Plan Guide
Title of Unit:
Communities
Authors: Amanda
Bolen, Kasey Sliva, and Melissa Baker
Grade Level: 2nd
Nature of Students:
 | We are working with 8 young ladies who are in the 2nd
grade, who are involved in Girls, Inc. |
NE Standards:
| NSS-G.K.-12.1 |
| NSS-G.K.-12.2 |
| NSS-G.K.-12.4 |
| NSS-G.K.-12.5 |
| NSS-E.C.K.-4.6 |
| NSS-E.C.K.-4.15 |
Overview:
Purpose:
| The purpose of this unit is to educate the students
about general information about what a community is, what makes up a
community, how the citizens of a community help it, and community service. |
Major Goal:
| To educate the students about how people are the prime
source that keeps a community running. |
Ideas:
| To try to incorporate Social Science and hands on
activities while still helping students to retain useful knowledge about
communities. |
Background Information:
Content Knowledge:
| Teachers will need to know the general information about
communities including, but not limited to: what makes up a community, how
communities work, and the important role everyone plays in a community. |
Teaching and Learning
Approaches:
| This unit of study on communities is designed to give
the students a chance to study different areas of a community by doing hands
on activities. It opens the door for students to become familiar with their
community. |
Unit Objectives:
·
To have a
better understanding of what a community is.
·
For the
students to identify several types communities they are involved in.
| To have a better understand of what a role is and what
roles they play in their community. |
·
Understand that there is more than
one type of community.
·
Compare and contrast the different
types of communities, more specifically urban and rural communities.
| Make a model of urban and rural communities. |
| Define division of labor. |
| Discuss the advantages and disadvantages of divisions of
labor: |
| Advantages: -faster -product is more uniform |
| Disadvantages: -more people to pay -not unique |
| Produce cookies using a division of labor activity. |
| Describe places that contribute to the development of
the community. |
| Define leaders that are involved in the community. |
| Create a model of their own unique community. |
| Be able to define leaders in a community and why they
are important to keep their communities running. |
| Be able to define leaders in a community and why they
are important to keep their communities running. Students will visit the
hospital in their community. |
| Students will get an understanding of what it feels like
to give to our communities. |
| Use a power point to review what was learned throughout
the “community” unit. |
| Use the Internet to make “their own community.” |
Unit Vocabulary:
| Community |
| Roles |
| Urban |
| Rural |
| Division of Labor |
| Assembly Line |
| Community Helpers |
| Giving |
Initiation:
| The students will discuss with the class anything that
they may already know about a community. The students will use the worksheets
provided by the teacher to draw things in their communities. |
List of Learning
Activities/Lesson Plans:
| Communities Lesson Plan |
| Comparing Communities Lesson Plan |
| Division of Labor Lesson Plan |
| The Community Builder |
| Members in a Community |
| Hospital Service Learning Project |
| Technology/Assessment Lesson Plan |
Culminating Activity:
| Incorporate our knowledge of communities by playing the
power point “Community Game” designed by the teachers. |
List of Materials Needed for
Unit:
| My Community worksheets |
·
Scissors
·
Tape/glue
·
Materials to build communities
·
Cereal boxes
·
Construction paper
·
Pipe cleaners
·
Straws
·
Paper towel tubes
| Anything other materials appropriate |
·
Cookies
·
Decorations for cookies: examples- frosting of different
colors/flavors, sprinkles, licorice, mini chocolate chips
| Waxed paper (to decorate on) |
| Community grid |
| Images of community buildings and helpers that stick to
community grid |
·
Construction paper (a variety of colors)
·
Glue
·
Craft
items (buttons, pipe cleaners, glitter, etc.)
·
Lined
paper
·
Pencils
·
Crayons
or markers
·
Marker
board and markers
·
Book:
Tops and Bottoms, by Janet Stevens
| Scissors |
·
Transportation to a hospital (along
with permission from the hospital and permission from the parents)
·
“Goody bags” for the sick children
at the hospital (may include items from what the children have been learning
such as science type toys: rulers, bouncy balls, magnifying glass, etc.)
·
The “goody bags” can also include
inspirational sayings for the children such as: “get well soon”, “we are
thinking about you”
| “Goody bags” so the students remember their trip and
their giving back to the community |
| Power Point that reviews the unit |
| Computers with Internet |
Feedback: (for
specifics, see lesson plans)
| Drawings |
| Portfolios |
| Presentations |
| Power Point Game |
| 
