This lesson plan is for a 30-minute Grade 1 social studies class about communities and homes. The lesson objectives are for students to understand different types of habitats, illustrate interior and exterior views of homes, and create a visual of the interior of their home. The lesson involves reading a book about maps, demonstrating how to draw a house with four rooms and add details, allowing students to draw and optionally color their house pictures, and reflecting on why homes are important parts of communities.
This lesson plan is for a 30-minute Grade 1 social studies class about communities and homes. The lesson objectives are for students to understand different types of habitats, illustrate interior and exterior views of homes, and create a visual of the interior of their home. The lesson involves reading a book about maps, demonstrating how to draw a house with four rooms and add details, allowing students to draw and optionally color their house pictures, and reflecting on why homes are important parts of communities.
This lesson plan is for a 30-minute Grade 1 social studies class about communities and homes. The lesson objectives are for students to understand different types of habitats, illustrate interior and exterior views of homes, and create a visual of the interior of their home. The lesson involves reading a book about maps, demonstrating how to draw a house with four rooms and add details, allowing students to draw and optionally color their house pictures, and reflecting on why homes are important parts of communities.
This lesson plan is for a 30-minute Grade 1 social studies class about communities and homes. The lesson objectives are for students to understand different types of habitats, illustrate interior and exterior views of homes, and create a visual of the interior of their home. The lesson involves reading a book about maps, demonstrating how to draw a house with four rooms and add details, allowing students to draw and optionally color their house pictures, and reflecting on why homes are important parts of communities.
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Lesson Plan Template ED 3501 (Version C)
Lesson Title/Focus
My Community My House
Date
18 November 2014
Subject/Gra de Level
Social Studies/ Grade 1
Time Duratio n
30 Minutes
Unit
My Community
Teacher
Miss. Megan Krzyzanska
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their sense of belonging in their world and how active members in a community contribute to the well-being, growth and vitality of their groups and communities. 1.1.3.a What different types of communities or groups do you belong to? 1.1.3.b What helps us to recognize different groups or communities (e.g., landmarks, symbols, colours, logos, clothing)? 1.1.5.a What are some familiar landmarks and places in my community? LEARNING OBJECTIVES Students will: General Learning Outcomes: Specific Learning Outcomes:
1. Understand that there are many different kinds of habitats for humans, animals, and things. 2. Illustrate the interior and exterior views of their homes. 3. Create a visual of the interior of their home.
ASSESSMENTS Observations:
Students are drawing four rooms that are in their homes.
Key Questions: Products/Performan ces:
What community is your house a part of?
Students depict the four rooms of their choosing with a detailed drawing with signifying items that appropriately allow visitors/onlookers to distinguish what room it is.
LEARNING RESOURCES CONSULTED
This is my Home Lesson Plan. Scholastic. Retrieved 16 November 2014 from: http://www.scholastic.com/teachers/lessonplan/my-home Fanelli, S. (2006). My map book. London: Walker Books. Print.
MATERIALS AND EQUIPMENT
House Books from last class
Pencils Crayons Rulers My Map Book By: Sara Fanelli
PROCEDURE Prior to lesson
Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda Transition to Body
Create an exemplar of the house project.
Have book available. Allow students time right after recess to add more colored detail to their drawings of the outside of their homes. Introduction Time Bring Students to the carpet. 6 Minutes Do you know why I had you all draw the outside of your houses? Assessment: Students should acknowledge that a house is part of the community. What community is your house a part of? Assessment: Have students decipher whether a house is an important part of the family community or the neighbourhood community. Show of Hands, who thinks it is part of the family community, who thinks it is part of the neighborhood community. Is it possible that is an important part of both of those communities? Assessment: Yes! It is possible to be a part of two communities at the same time!
Assessment of Learning: Feedback From Students: Feedback To Students Transition To Next Lesson
Sponge Activity/Activities
Body Read My Map Book to students. Next, show students exemplar of todays activity and explain it: Step 1: Open your book and at the top of the crease or middle of the entire 2 pages draw a diagonal line (IN PENCIL) to one side of the page do the same to the other side of the page this way the page looks like there is a roof. Step 2: This is the inside of your house so I would like you to divide the page into four rooms. They dont have to be the same size, one can be smaller than the other, they are the rooms in your house. Ie. MY house has the television room on the bottom floor and my bathroom on the top floor. But if your bathroom is on the bottom floor draw the bathroom on the bottom floor. The four rooms you choose to draw do NOT have to be the same rooms I put on my picture, maybe you have a play room of a family members room you would like to draw. I have two examples of how you can choose to draw the picture! One is a side view of the rooms in my houseSo I am imagining that I sliced my house in half and the other is a birds eye view So I am imagining that I am a giant who pulled the roof off of my house, or that I am in a helicopter looking at my house from up above. Step 3: After you have decided what rooms you would like to draw and you carefully used a ruler to make sure that you have straight lines you can add details to these rooms, things that allow you to know that you are in that certain room. Ie. There is a fridge in my house so that I know I am in the kitchen. Or a Bed and toys in my room so that I know I am in my room. Step 4: This is all of the detail I would like you to add so far. Just drawing and no coloring just yet. In about 5-10 minutes I will see how you are doing and we can move on to the next step. Step 5: Adding family and pets in our houses. Now is when you can add people in your houses. THINK OF YOUR BOOK JOURNEY WHEN THE GIRL WAS BORED AND WAS LOOKING FOR A FRIEND TO PLAY WITH IN HER HOUSE. You can tell a story with your drawings. Step 6: Students may finally color in their detailed drawings. Closure
Time
20 Minutes
Time
Please put away the pencils and crayons and gather on
the mat. Why do you think I had you draw the inside of your house? Is the inside of your house important? Assessment: This has students self-assess and think about what they are learning and why.
4 Minutes
If majority of class is finished they you can gather them at the carpet and brainstorm about roles and responsibilities they have in their home/family communities. OR Individual children can color/add more detail to their pictures OR silently readwhile reading they should be searching for the Word of the Week: at.
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template ED 3501 (Version C)
Reflections from the
lesson
If I were to do this lesson again I would select 3-4 relevant pages of the My Map book to share with students rather than reading the entire book because it was a lengthy book. I would also gage student involvement and focus because when they are no longer focusing I would like to change the pace so that they are concentrated for most if not all of the lesson. During the lesson I stopped the students to praise them and inspire them with more ideas they can add to their work, which renewed their interest in the assignment.
