Rural Vs.

Urban
Submitted by: Michael Feher & Greg Winiewicz Nevada State College Fall 2013 Instructor: Karen Powell EDEL 453: Teaching Elementary School Social Science

Rural Vs. Urban Social Studies Lesson Plan Summary of the Lesson Plan: This is a second grade social studies lesson designed to teach students about rural and urban cities. This lesson uses the Houghton Mifflin Social Studies textbook Neighborhoods (p. 24-25). Target Population: Second Grade Students at all learning levels. Whole group reading and individual assessment. Materials: Houghton Mifflin Social Studies textbook Neighborhoods. Paper, poster boards, colored pencils, markers, crayons, pencils. Objectives: G7.2.3 Define and compare rural and urban communities. G7.2.3 I can tell the difference between a rural and urban community. Procedure: 1. Read together as a class pgs 24-25. Ask the students what is the difference between rural and urban? Use the smart board and show some pictures of places and have the students label them rural or urban. Have the students write 5 sentences to answer this question and to also draw a pictur e. Would you rather live in a rural community or an urban community and why? 2. Split the class into four different groups and assign each group either rural or urban. The students will then brainstorm ideas that would relate to which community they live in. They would include things like: what their hobbies may be, what their school would be like, what their transportation is like, etc. Each group would be given a poster board where the will write their answers and draw pictures of their assigned communities. They will be given ipads for quick research and will have 25 minutes to complete this poster assignment. 3. Each group will then explain their poster in front of the class and the class will decide if their list is accurate for which community they live in. Note: each group member must say something during the presentation. The teacher will then cover any topics to the list the students may have missed. The teacher will ask the class their thoughts on the pros and cons to living in each different community and he will write the answers on the board.

EDEL 453 - Spring 2013

Submitted by: Michael Feher

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Rural Vs. Urban Social Studies Lesson Plan The teacher will poll the class to see where a majority of the students would rather live: urban or rural area. 4. Closure: Students will write a quick summary of what they learned. The students will share this information with the class. Assessment: The teacher will collect the five sentence paragraph and the poster and use these to assess student comprehension. He will also observe the students (individually and while in groups) to make sure they understand the characteristics of urban and rural communities. Reflection: Which part of the lesson do you think will be the easiest for you to teach? I think the easiest part of the lesson will be using the smart board to show them pictures of rural and urban areas pictures make things easier to understand. Which part will be most challenging for you to teach? I think the most difficult part will be making sure that all students contribute to the group project. Often, shy and less confident kids allow others to take over. How will you follow up or extend this lesson? I would follow up this lesson by using the terms rural and urban in other lessons during the rest of the week. What can you do for students who dont grasp the concepts? For students who dont grasp the concept I would review and if they didnt grasp it still I would pull those few students aside and explain into more detail. Which part of the lesson, if any, do you think might need to change? Perhaps, if the groups are not going well, I may need to pull a student from a few groups and create another group. This would be necessary if I notice that a few students are not participating. I can put them together in a newly formed group. When you were writing this lesson plan, what was the most difficult part? The most difficult part was thinking about how much time each part will take.

EDEL 453 - Spring 2013

Submitted by: Michael Feher

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