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Social Studies
3.H.1.3 Exemplify the ideas that were
significant in the development of
local communities and regions.
Daily Lesson Objective: Using a pre-cut Triorama, students will label and draw a picture for each of the three
Activity
Time
3 min
2. Statement of
Objective
for Student
1 min
20 min
3. Teacher Input
4. Guided Practice
I will continue to read on page 57. Then I will stop and do a think
aloud.
A suburb or Suburban area is a smaller city or town near a
large city. When I think about a suburb I think about here,
Ballentyne is a suburb of charlotte. It is a smaller city outside
of a bigger city.
I will continue to read on page 58. Then I will stop to explain rural
areas.
A Rural area is an area in the countryside, away from cities
and large towns. Look at the bottom of the page you will see
that Rolesville is a rural area outside of charlotte. What do you
think rural areas look like today? Do you think rural areas have
changed as much as suburban and urban areas? What do people
do in rural areas today that people continue to do today?
I will continue reading on page 59.
After I finish reading I will say, From the readings we can see that
communities change overtime but people still do some of the things
that they did back then in those areas. In North Carolina we have many
different communities all over the state and each community depends
on each other. We need the rural areas to grow food, urban areas so
people will have places to work, shop, healthcare, education and
entertainment and the suburbs so people can get peace and quiet
outside of the city. It also provides jobs too. So can anybody tell me
what kind of community you live in? What makes it that kind of
community?
10 min
board. The game requires students to tell me where each object (ex.
tall building, tractor, houses) goes, whether it belongs in a suburban,
urban or rural area. Students will work in teams at their groups to sort
the different objects in the correct community based on the
characteristics of each community. While students are collaborating I
will walk around the classroom and check for understanding. I will ask
students to justify their answers. If some students are having trouble I
will ask them So which community would you think this would best
fit in? Look back in your book at the different communities and see
what you come up with.
15 min
5. Independent Practice
6. Assessment Methods
of
all objectives/skills:
7. Closure
I will ask students to share their triorama with the class and tell me
about their community. I will ask students:
So what kind of community do you live in?
Why are communities important?
From what we learned today where do you think you would want to
live when you get older?
8. Assessment Results of
all objectives/skills:
During the guided practice, students were able to give valid explanations of their
reasonings. Some students also counter argued with valid explanations. The
students seemed to have a solid understanding of communities and they were each
able to tell me what type of community they lived in and what characteristics
made it that type of community.
Materials/Technology:
Smart board
Construction paper
Glue sticks (17)
Crayons/Markers
Yarn
Social Studies text book