Grade 1: My Community

How do I belong to my
community?

Kerri Lynn Haney-Vanderberg

Unit Rationale
 Grade:1 Unit: My Community
Critical Inquiry Question: How do I belong to my community?

The following My Community unit addresses the critical inquiry question How

do I belong to my community? Grade one students will examine how where they live

affects how they live within their community. A unit addressing this critical inquiry

question provides students the opportunity to reflect on how the various places they

belong to impacts their conceptual understanding of citizenship, identity, and

community. This unit will be taught after the Who am I? unit and before the

Community Helpers unit. Students will therefore have knowledge and understanding

of the concepts of family and identity. In the Who Am I? unit students have the

opportunity to evaluate who they are and what their individual values and interests are.

The My Community unit is a logical unit to teach after Who Am I? This unit is

important to teach before the Community Helpers unit so students can acquire the

knowledge about their own community and be able to distinguish it from others.

Students need to know what a community is and how it functions before they can

identify who contributes to the community to make it safe.

The My Community unit is a four week unit. The information provided in this

unit plan is only a one week segment of the larger unit. Over the course of the Grade

one, students develop their understanding of citizenship and identity. Students learn

how their community has changed over time and how this affects their lives today. This

is essential because learning about how an individuals community has developed,

functioned, and changed allows students to establish a deeper understanding of where

they come from. This unit also allows students to develop understanding of how their

individual identity contributes to the community to which they live. Students therefore

are able to make essential connections between citizenship and identity.

This unit creates opportunity for students to increase understanding and

perspective about individual and group identities within their communities. Students will

connect how their unique individual identity contributes to the community and in values.

Students will have a hands on experience that adds to their connection to their

community. For example, students will participate in a community walk to experience

the world around them using their five senses. Students will be encouraged to pause

and engage in their surroundings. Students will therefore make connections as to what

makes their community unique. By having a hands on experience to create their own

community story, students are able to reflect on their own identity which is strongly

reflected within the program of studies in social studies and language arts.

In this unit I have provided several different learning opportunities and activities

to engage students. Students are given hands on experiences to evaluate the concept

of identity and community. I have tried to incorporate as many hands on experiences as

possible to deepen students understanding about change from the past to the present.

I believe this will make the social studies unit more engaging and activate excitement

about social studies.

In order for this unit to be successful, I believe it will be important to evaluate

student understanding about the key concept of community. I have strategically given

students various opportunities to have learning experiences with the concept of

community. Students will need to apply their learning about what makes them unique to

make this unit truly meaningful. I will need to check for understanding for students to be

successful throughout the implementation of this unit. It will also be important to be

mindful that students will develop their understanding at different rates. I will need to be

considerate that some students may need learning to be at slower pace, while others

will need to be challenged.

 KSAs

#3: Programing Guidelines

The teacher understands the purposes of the Guide to Education and programs

of study germane to the specialization or subject disciplines they are prepared to

teach. They know how to use these documents to inform and direct their

planning, instruction and assessment of student progress.

I have researched the program of studies for social studies, math, science, art,

music, and language arts. I have considered how to incorporate these subjects

into a cross curricular unit plan.

#5: All Students Can Learn

Know (include when and how to engage others) to identify ways students learn

and their different learning styles. Respond to these differences by creating

multiple paths to learning for individuals and groups, including those with special

learning needs

Throughout this one week unit plan I have provided differentiation examples for

every lesson. Although each differentiation example is based on a hypothetical

scenario. I have demonstrated my ability to respond to student differences and

individual uniqueness.

#6: Purpose of Planning

Know how to translate curriculum and desired outcomes into reasoned,

 meaningful, and incrementally progressive learning opportunities for students.

Vary plans to accommodate individuals and groups of students.

I have demonstrated my ability to translate learning outcomes into a meaningful

unit plan. I have unpacked the concept of community for students so they can

have a comprehensive understanding of this term. The activities that have been

utilized throughout this unit demonstrate my ability to create purposeful plans with

the student in mind. Students are offered a diverse amount of opportunities to

learn and engage in their learning.

#7: Meeting Student's Needs

Know how to engage students in creating effective classroom routines. Know how

and when to apply a variety of management strategies, in keeping with the

situations that provide for minimal disruptions to learning.

In my calendar and timetable I have demonstrated my ability to scaffold learning

and to activity engage students in established routines. For example, beginning

class with a picture book everyday allows students to establish their own

expectations fro class.

#9: Approaches to Teaching and Learning.

Know a broad range of instructional strategies appropriate to your area of

specialization and subject discipline taught, and know which strategies are

appropriate to help different students achieve different outcomes.

Throughout this unit plan I have applied various learning and instructional
 strategies in every subject. I have incorporated direct instruction, small group,

think pair share, large group work, and individual group work. Including various

types of instructional strategies accommodates all types of learning.

#10: Technology and Teaching

Know how to use and engage students in using these technologies to present and

deliver content, communicate effectively with other, find and secure information,

research word process, manage information, and keep records.

Students are provided opportunities to use Ipads to engage in learning activities.

The use of technology is used to enhance learning for students. For example,

students are able to use Ipads in math lessons to complete shape sorts.

#11: Student Assessment

Know how to assess the range of learning objectives by selecting and developing

a variety of classroom and large scale assessment techniques and instruments.

They know how to analyze the results of classroom and large scale assessment

instruments and how to use the results for the benefit of students.

In this unit plan I have demonstrated my ability to incorporate a wide range of

formative assessment in lessons. I have incorporated observation, thumbs up

thumbs down, fist to five, peer to peer feedback, and classroom discussion.

#12: Engaging Parents/Caregivers

Know how to develop and implement strategies that create and enhance

partnerships among teachers, parents, and students.

In my communication strategy with parents and caregivers, I have given thoughtful

consideration of how to effectively communicate with parents. I have considered

different ways to communicate to engage parents in learning and classroom

activities.
 Unit Planning Organizer
Grade: 1
Subject:
Social Studies, Language Arts, Art, Science, Music, Physical Education
Unit/Topic: How do I belong to my community? Unit Duration: 5 weeks

1. Unit Overview Critical Inquiry Question

How do I belong to my community?

2. Focusing Questions for Lessons (Related questions)

What is a community?
What is a neighbourhood?
Who am I?
Who is in my community?
Where do I live?
What is my favorite thing about my community?
Who is part of my family?
What is a school?
Where do I fit in the world?
What do I want to be when I grow up?
What does my house look like?
Tell me more about your community?
Describe your community
Tell me about what is special about your house
Tell me about who lives at your house

3. Key Concepts/Vocabulary for Unit

Students will learn and understand the following vocabulary for this 5 week
lesson:
Community :a place where people live, work, and play, a group of people living in
the same place or having a particular characteristic in common

Neighbourhood: a section of a town or city

Family: Family is defined as a specific group of people that may be made up of

partners,children, parents, aunts, uncles, cousins and grandparents. An example
of a family is a set of parents living with their children. The definition of family is
the group of people who share common ancestors

Observation: an act or the power of seeing or taking notice of something

Belonging: happiness felt in a secure relationship

Roles: the actions and activities assigned to or required or expected of a

person or group

City: a place where people live that is larger or more important than a town : an
area where many people live and work

(Source: Websters Online Dictionary)

4. Specific Learning Outcomes for Unit
Social Studies:

1.1 My World, Home, School and Community

General Outcome
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.
Specific Outcomes:

Values and Attitudes:

Students will:
1.1.1 value self and others as unique individuals in relation to their world:
appreciate how belonging to groups and communities enriches an individuals
identity
appreciate multiple points of view, languages, cultures and experiences within
their groups and communities
demonstrate respect for their individual rights and the rights of others
recognize and respect how the needs of others may be different from their own

1.1.2 value the groups and communities to which they belong:

demonstrate a willingness to share and cooperate with others
appreciate how their actions might affect other people and how the actions of
others might affect them
demonstrate a willingness to resolve issues and/or problems peacefully
assume responsibility for their individual choices and actions
Knowledge and Understanding:
Students will:
1.1.3 examine how they belong and are connected to their world by exploring
and
reflecting upon the following questions for inquiry:
What different types of communities or groups do you belong to?
What helps us to recognize different groups or communities (e.g., landmarks,
symbols, colours, logos, clothing)?
In what ways do we belong to more than one group or community at the same
time?
In what ways do we benefit from belonging to groups and communities?
What are our responsibilities and rights at home, at school, in groups and in
communities?

1.1.4 determine what makes their communities thrive by exploring and reflecting
upon the following questions for inquiry:
In what ways do people cooperate in order to live together peacefully?
How do groups make decisions?
In what ways do people help one another at home, at school and in groups to
ensure the vitality of their community?
How do our actions and decisions contribute to the well-being of groups and
communities?
How does caring for the natural environment contribute to the well-being of our
community?

1.1.5 distinguish geographic features in their own community from other

communities
by exploring and reflecting upon the following questions for inquiry:
What are some familiar landmarks and places in my community?
Why are these landmarks and places significant features of the community?
What are some differences between rural and urban communities?
Where is my community on a map or on a globe?

Skills and Processes:

Students will:
1.S.1 develop skills of critical thinking and creative thinking:
examine ideas and information from varied sources
choose and justify a course of action

Language Arts:
General Outcome 1:
Students will listen, speak, read, write, view and represent to explore thoughts,
ideas, feelings and experiences.
1.1 Discover and Explore

Express ideas and develop understanding

share personal experiences that are clearly related to oral, print and other
media texts
talk with others about something recently learned
make observations about activities, experiences with oral, print and other media
texts

Experiment with language and forms

experiment with different ways of exploring and developing stories, ideas and
experiences
Express preferences
express preferences for a variety of oral, print and other media texts
Set goals
choose to read and write for and with others

1.2 Clarify and Extend

Consider the ideas of others
listen and respond appropriately to experiences and feelings shared by others
Combine ideas
group ideas and information into categories determined by an adult
Extend understanding
ask questions to get additional ideas and information on topics of interest

1.S.1 develop skills of critical thinking and creative thinking:

examine ideas and information from varied sources
choose and justify a course of action

1.S.2 develop skills of historical thinking:

recognize that some activities or events occur on a seasonal basis
differentiate between activities and events that occurred recently and long ago

1.S.5 demonstrate skills of cooperation, conflict resolution and consensus

building:
consider the ideas and suggestions of others
work and play in harmony with others to create a safe and caring environment
demonstrate a willingness to share space and resources

1.S.6 develop age-appropriate behavior for social involvement as responsible

citizens contributing to their community, such as:
 behavior in accordance with classroom, school and community expectations

1.S.8 demonstrate skills of oral, written and visual literacy:

interact with others in a socially appropriate manner
respond appropriately, verbally and in written forms, using language respectful
of human diversity
listen to others in order to understand their point of view create visual images
using paint and draw programs

General Outcome 5:
Students will listen, speak, read, write, view and represent to respect, support
and collaborate
with others.

5.1 Respect Others and Strengthen Community

Appreciate diversity
share personal experiences and family traditions related to oral, print and other
media texts
Relate texts to culture
talk about other times, places and people after exploring oral, print and other
media texts from various communities

Celebrate accomplishments and events

share ideas and experiences through conversation, puppet plays, dramatic
scenes and songs to celebrate individual and class accomplishments
Use language to show respect
use appropriate words, phrases and sentences to ask questions, to seek and
give assistance, and to take turns

5.2 Work within a Group

Cooperate with others
work in partnerships and groups
help others and ask others for help

Work in groups
ask questions and contribute ideas related to class
investigations on topics of interest
take turns sharing ideas and information

Evaluate group process

recognize personal contributions to group process
Science:
Building Things:
General Learner Expectations
Students will:

17 Construct objects and models of objects,

using a variety of different materials.

18 Identify the purpose of different components

in a personally constructed object or model, and identify corresponding
components in a related object or model.

Specific Learner Expectations

Students will:
1. Select appropriate materials, such as papers,
plastics, woods; and design and build objects,
based on the following kinds of construction tasks:
construct model buildings; e.g., homes (human, animal, from other cultures),
garages, schools
construct model objects; e.g., furniture, equipment, boats, vehicles
2. Identify component parts of personally constructed objects, and describe the
purpose of each part.
3. Compare two objects that have been constructed for the same purpose,
identify parts in one object that correspond to parts in another, and identify
similarities and differences between these parts.
4. Recognize that products are often developed for specific purposes, and
identify the overall purpose for each model and artifact constructed.

Senses:
General Learner Expectations
Students will:
19 Use the senses to make general and specific observations, and
communicate observations orally and by producing captioned pictures.

110 Describe the role of the human senses and the senses of other living
things, in enabling perception and action.

Specific Learner Expectations

Students will:
1. Identify each of the senses, and explain how we use our senses in interpreting
the world.
2. Identify ways that our senses contribute to our safety and quality of life.
3. Apply particular senses to identify and describe objects or materials provided
and to describe living things and environments. Students meeting this
expectation will be able to describe characteristics, such as colour, shape, size,
texture, smell and sound.
4. Recognize the limitations of our senses, and identify situations where our
senses can mislead us; e.g., feeling hot or cold, optical illusions, tasting with a
plugged nose.
Art:
Component 3 APPRECIATION: Students
will interpret artworks literally.
Concepts
A. Art takes different forms depending on the materials and techniques used.
B. An art form dictates the way it is experienced.
C. An artwork tells something about its subject matter and the artist who made it.
D. Colour variation is built on three basic colours.
E. Tints and shades of colours or hues affect the contrast of a composition.
F. All aspects of an artwork contribute to the story it tells.
Music:
ELEMENT: RHYTHM The student will understand that:
1. Music may move to a steady beat
Singing
1. Distinguish between childrens speaking and singing voice
2. Respond to tone matching and echo games.

Math:
Shape and Space (3-D Objects and 2-D Shapes)
General Outcome:
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them. Specific Outcomes
2. Sort 3-D objects and 2-D shapes, using one attribute, and explain the sorting
rule. composite 2-D shapes and 3-D objects. 4. Compare 2-D shapes to parts of
3-D objects in the environment.

Essential Resources:
A
A House Is a House for Me by Mary Ann Hoberman
A Life Like Mine: How Children Live Around the World by DK
ABCya.com
Assessment Consortium http://www.aac.ab.ca/assessment-materials/welcome-
to-our-community/
B
C
Can Teach
http://www.canteach.ca/elementary/songspoems100.html

D
DK Readers L1: Homes Around the World Paperback by Max Moore
Doodlebuddy app
E
Exploring Our World: Neighborhoods & Communities by Kathleen M.
Hollenbeck
F
Franklins Neighbourhood by Paulette Bourgeois & Brenda Clark
G
Google Maps: https://www.google.ca/maps/place/Canada/@54.5718155,-
115.1165393,6z/data=!4m5!3m4!1s0x4b0d03d337cc6ad9:0x9968b72aa2438fa5!
8m2!3d56.130366!4d-106.346771
H
Houses and Homes (Around the World Series) by Ann Morris
I
I Went Walking by Sue Williams
If I Built a House by Chris Van Dusen
If You Lived Here: Houses of the World by Giles Laroche
J
K
L
M
Making Music Fun for the Little Ones! Christie Web and Tracy Stener
Multicultural Fables & Fairytales by Tara McCarthy

N
O
P
 PicCollage
Q
R
Remind
S
T
The More We Get Together - https://www.youtube.com/watch?v=lldmkrJXQ-E
U
V
W
Weebly.com
Window by Jeannie Baker
Word Wall (Community Words - specific vocabulary from books and discussion)

Unit Planning: How do I belong to my community?

Grade: 1
Subjects: Social Studies, Language Arts, Art, Music, Physical Education, Science
Monday Tuesday Wednesday Thursday Friday
Language Language Language Language Language Arts
Arts/Social Arts/Social Arts/Social Arts/Social Studies
Studies Studies/Science Studies/Science
Lesson: Lesson: Lesson: Lesson: Lesson: What story
What is a Community? Community Walk My Community This is My Community does our picture tell?
Lesson Objective: Lesson Objective: Lesson Objective: Lesson Objective: Lesson Objective:
Students will Students will observe Students will read and Students will identify what Students will develop
understand the and understand what interpret their own makes their home skills of oral language.
concept of community their community looks observations to create different and unique when
like around them. a community booklet. compared to others from
around the world
Activity: Activity: Activity: Activity: Activity:
Define community a - Read I Went Walking - Do a re-read of - Literature Share A Students will practice
place where people by Sue Williams Franklins Book Tasting telling their stories
live, work, and play. Neighbourhood about their community
Discuss What did the Non-fiction and fiction with peers.
On smartboard have little girl see? - Class Discussion - books will be used that
map of Lethbridge Where do most people identify homes from Students will share with
instruct students that What did you see on live in Franklins around the world. two peers in the
this is our community. your way to school in community? classroom and then
Our community is a your community? Students will work in pairs provide oral and written
place where people - What evidence did to identify how homes are feedback.
live, work, and play. What did you hear? you use? different.
What did you smell?
Concept Sort What did you touch? - What did we see on Resources:
Complete a concept What did you taste? our community walk?
sort of places in our - If You Lived Here:
community (pictures of - Community walk - Where do people Houses of the World by
Lethbridge cut out) live? Giles Laroche
include places that do - Complete walk around - A House Is a House for
not belong in community have - How did Franklin get Me by Mary Ann
Lethbridge to students make around his Hoberman
challenge students to observations as they community? - Multicultural Fables &
use critical thinking walk Fairytales by Tara
skills. - observe - How did you get to McCarthy
Discuss where are nature/vegetation/colors school? -Exploring Our World:
these places/have you Neighborhoods &
been to these places - include 5 senses in - Students will use Communities by
before/are these observations booklet their I went Walking Kathleen M. Hollenbeck
places important (what do we observational booklet - DK Readers L1: Homes
see/smell/touch/hear/tas to create their own I Around the
What places are not in te) Went Walking World Paperback
Lethbridge How booklet. by Max Moore
could you tell? What Discussion debrief - Houses and Homes
clues did you use as observations - Students will finish (Around the World Series)
evidence? the writing prompt I by Ann Morris
- Create Anchor charts went walking and - A Life Like Mine: How
Brainstorm on anchor of five senses about saw/smelled/heard/tas Children Live Around the
World by DK
chart other important what was observed in ted/felt
places in the our community
- Students will create
community. - Students will draw
poster about what a
pictures to accompany
house in a different
Read Franklins sentences
community looks like.
Neighbourhood - by
- what does the house
Paulette Bourgeois & - Students will share
look like/what is it made
Brenda Clark their booklet with
out of/who lives
class.
there/where is it
Discussion Why did
Franklin have a
difficult time picking
his favorite place in his
community?

Why do you think

Franklin chose people
instead of a places in
his community?

Students will create a

read and recall story
based on Franklins
Neighbourhood.
Students will need to
recall events in the
story and put specific
parts in the story into
proper sequencing.

Assessment: Assessment: Assessment: Assessment: Assessment:

Formative Formative Assessment Formative Assessment Formative Assessment Formative Assessment-
Assessment- Students will complete a Observation Think/Pair/Share Peer review(smile chart)
Classroom discussion Community Walk Discussion Students will orally - students will
- assess for Observation Booklet, -Do students describe what was found give peer
understanding of key Students will complete a understand key in their books with other feedback/they
concept of community think/pair/share to terminology students. They will then will fill out a
and neighbourhood communicate their - Are students able to share with the larger smile chart and
Concept sort - assess ideas. make key connections group. must write one
do students between the sentence of
understand what Student cooperation and Community walk and what they liked
makes their participation will be their five senses about their
community unique observed through the Thumbs Up Thumbs peers work/and
Read and Recall- use of a checklist. - Down. one thing they
students will student develops a may work
demonstrate an postive attitude toward Students will on.(this strategy
understanding of the learning/demonstrates demonstrate how they has been
reading and writing and preactices contribute to group established in
process. independence/contribut activities/develops the classroom)
es to group activities positive relationship
Student cooperation with others

Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:

If student is new to Observations can be Students can orally Student who is socially Student can record
Lethbridge provide completed through describe what they anxious will work with themselves privately to
pictures of their old written or drawn in saw/heard/smelled/felt student whom they are share story.
community to generate observation booklet. /tasted teacher will comfortable with.
discussion about write it down, student Student can create
community differences - Student who has will draw pictures. Student who is collage, card, postcard,
this will allow student ADHD will be put with academically behind will bookmark. puppet
to identify concept of leader buddy. These Student who is ELL be given picture book show, poster, time
community students will be the will be able to draw Window to observe how capsule, to depict their
leaders of the group. pictures if the things change and how story.
Student who is Incentives will also be language development communities are different.
academically behind provided for student. has not been Student can create their
will be put with a These incentives will be established yet. own story.
leader in the class. presented in the form of Pictures of the 5 - Student can bring in
Student will try to stickers and praise. senses will be pictures of their
differentiate between provided and student community and share
two pictures. For will try to make with clas.
example a picture from connections to best of
Lethbridge and a their ability.
picture from a farm -
student will develop
concept of community
this way.

Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes:
Social Studies: Language Arts: Language Arts: Language Arts: Language Arts:
GLO 1.1: My World: General Outcome 1: General Outcome 1: General Outcome 1: 1.1 Discover and
Home, School, & Students will listen, Students will listen, Students will listen, Explore
Community speak, read, write, view speak, read, write, speak, read, write, view
General Outcome and represent to explore view and represent to and represent to explore Express ideas and
Students will thoughts, ideas, feelings
demonstrate an and experiences.
understanding and
appreciation of how 1.1 Discover and
identity and self- Explore
esteem are enhanced
by their sense of Express ideas and
belonging in their develop understanding
world and how active share personal develop understanding
members in a experiences that are
community contribute clearly related to oral,
to the well-being, print and other media
growth and vitality of texts
their groups and talk with others about texts
communities. something recently
SLO 1.1.1 learned
- Students will value make observations learned
self and others as about activities,
unique individuals in experiences with oral,
relation to their world: print and other media
- appreciate how texts
belonging to groups
and communities
enriches an Social Studies:
individuals identity GLO 1.1: My World: Social Studies:
Home, School, &
Language Arts: Community
General Outcome 1: General Outcome
Students will listen, Students will
speak, read, write, demonstrate an
view and represent to understanding and
explore thoughts, appreciation of how
ideas, feelings and identity and self-esteem
experiences. are enhanced by their
sense of belonging in
1.1 Discover and their world and how
Explore active members in a
community contribute to
Express ideas and the well-being, growth
develop understanding and vitality of their
- share personal groups and
experiences that are communities.
clearly related to oral, SLO 1.1.1
print and other media - Students will value self
texts and others as unique
- talk with others about individuals in relation to
something recently their world:
learned - appreciate how
- make observations belonging to groups and
about activities, communities enriches
experiences with oral, an individuals identity belonging to groups
print and other media
texts Science:
Senses:
General Learner
Expectations
explore thoughts, thoughts, ideas, feelings
ideas, feelings and and experiences.
experiences.
1.1 Discover and Explore
1.1 Discover and
Explore Express ideas and
develop understanding
Express ideas and share personal
experiences that are
share personal clearly related to oral,
experiences that are print and other media
clearly related to oral, texts
print and other media talk with others about
something recently
talk with others about learned
something recently make observations
about activities,
make observations experiences with oral,
about activities, print and other media
experiences with oral, texts
print and other media
texts Experiment with language
and forms
experiment with different
ways of exploring and
GLO 1.1: My World: developing stories, ideas
Home, School, & and experiences
Community Express preferences
General Outcome express preferences for
Students will a variety of oral, print and
demonstrate an other media texts
understanding and Set goals
appreciation of how choose to read and write
identity and self- for and with others
esteem are enhanced
by their sense of 1.2 Clarify and Extend
belonging in their Consider the ideas of
world and how active others
members in a listen and respond
community contribute appropriately to
to the well-being, experiences and feelings
growth and vitality of shared by others
their groups and Combine ideas
communities. group ideas and
SLO 1.1.1 information into
- Students will value categories determined by
self and others as an adult
unique individuals in Extend understanding
relation to their world: ask questions to get
- appreciate how additional ideas and
information on topics of
and communities interest
enriches an
individuals identity 5.2 Work within a Group
Cooperate with others
Science: work in partnerships and
develop understanding
share personal
experiences that are
clearly related to oral,
print and other media
texts
talk with others about
something recently
learned
make observations
about activities,
experiences with oral,
print and other media
texts
Experiment with
language and forms
experiment with
different ways of
exploring and
developing stories,
ideas and experiences
Express preferences
express preferences
for a variety of oral, print
and other media texts
Set goals
choose to read and
write for and with others
1.2 Clarify and Extend
Consider the ideas of
others
listen and respond
appropriately to
experiences and
feelings shared by
others
Combine ideas
group ideas and
information into
categories determined
by an adult
Extend understanding
ask questions to get
additional ideas and
information on topics of
interest
5.2 Work within a Group
Cooperate with others
work in partnerships
and groups
help others and ask
others for help
 Students will:
19 Use the senses to General Learner
make general and
specific observations,
and communicate
observations orally and
by producing captioned
pictures.
Specific Learner
Expectations
Students will:
1. Identify each of the
senses, and explain
how we use our senses
in interpreting the world.
2. Identify ways that our
senses contribute to our
safety and quality of life.
3. Apply particular
senses to identify and
describe objects or
materials provided and
to describe living things
and environments.
Students meeting this
expectation will be able
to describe
characteristics, such as
colour, shape, size,
texture, smell and
sound.
Math Math
Lesson: Shape picnic Lesson: Shapes in Our
Community
Lesson Objective: Lesson Objective:
Students will identify Students will identify
the features of a 2D and name shapes they
shape observed in their
community.
Senses: groups Work in groups
help others and ask ask questions and
Expectations others for help contribute ideas related
Students will: to class
19 Use the senses to Work in groups investigations on topics
make general and ask questions and of interest
specific observations, contribute ideas related to take turns sharing
and communicate class ideas and information
observations orally investigations on topics of
and by producing interest Evaluate group process
captioned pictures. take turns sharing ideas recognize personal
and information contributions to group
Specific Learner process
Expectations Evaluate group process
Students will: recognize personal
1. Identify each of the contributions to group
senses, and explain process
how we use our
senses in interpreting Social Studies:
the world. Values and Attitudes:
2. Identify ways that Students will:
our senses contribute 1.1.1 value self and
to our safety and others as unique
quality of life. individuals in relation to
3. Apply particular their world:
senses to identify and appreciate how
describe objects or belonging to groups and
materials provided and communities enriches an
to describe living individuals
things and identity
environments. appreciate multiple
Students meeting this points of view, languages,
expectation will be cultures and experiences
able to describe within
characteristics, such their groups and
as colour, shape, size, communities
texture, smell and demonstrate respect for
sound. their individual rights and
the rights of others
recognize and respect
how the needs of others
may be different from
their own
Math Math Field Trip
Lesson: What can we Lesson: What shape s is Lesson: Lets Share
make with shapes? my home? Our Stories
Lesson Objective: Lesson Objectives: Lesson Objective:
Students will Identify and describe Students will explore
manipulate 2D shapes attributes & properties of the use of oral language
to create objects. two-dimensional shapes. through sharing their
personal narratives
Activity: Activity: Activity: Activity: Activity:
- Exploration - Make shapes found in Using manipulatives, - Read If I Built a House - As a class we will go
Teaching for the community using student will use and by Chris Van Dusen to a senior center to
understanding Student popsicle sticks explore shapes to share our pictures and
groups will be given a create pictures. For - Students will explore community stories.
picnic basket of - Students will use example, ask students what 2D shapes are
shapes observational booklet to what can be made out needed to construct a - Seniors will be
recreate shapes found of squares, triangles, replica of their home\ encouraged to share a
- Students will sort in community walk and circles. -Students will use story from the past in
shapes into groups (circle, square, ABCya.com to construct the community.
(students will explore rectangle, pentagon, home. Students will first (This will be used in late
what makes the hexagon, octagon, use manipulatives to unit about Community in
shapes similar or diamond) create blueprint and then the past - Senior stories
unique) students - small groups and large transfer this idea into the will be recorded)
may first just sort into group activity website.
color then be
challenged to find - Explore what materials
other ways to sort. would be needed to
create a house
- Students will have to
identify the shape and - If you build a house
copy it down on what would be in it?
worksheet
- What types of houses
- Students will trace, were in Franklins
stamp, and draw Neighbourhood?
shapes identifying
what shape and what - What shapes were used
makes it unique. to build the animal
homes?

Assessment: Assessment: Assessment: Assessment: Assessment:

Formative Students Formative Discussion Formative Assessment Formative Formative - Oral
will turn in worksheet and Observation Observation and Fist Observation/Exit slip Presentation
to check for - Observational booklet - to Five (what shapes did you use
understanding/observa shapes to build your house?)
tion
Differentiation: Differentiation: Differentiation: Differentiation: Differentiation:
- Students are working - Cards with shapes will Have students work in Use IPAD shape app to Student cam listen to
in groups and are be given to student, pairs create house student stories of senior and not
provided various ways student can place - Give students ideas can drag shapes to create share their story if they
to experience shapes. popsicle sticks over of what they can house do not choose. Student
outline of shape to create - Students may use will be encouraged to
recreate it. - Free Choice Doodle Buddy show picture.
- Expert/Leaders to assist
struggling students.
Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes:
Math: Shape and Space (3-D Shape and Space (3-D Shape and Space (3-D 1.1 Discover and
Shape and Space (3-D Objects and 2-D Objects and 2-D Objects and 2-D Shapes) Explore
Objects and 2-D Shapes) General Shapes) General Outcome:
Shapes) General Outcome: General Outcome: Describe the Express ideas and
Outcome: Describe the Describe the characteristics of 3-D develop understanding
Describe the characteristics of 3-D characteristics of 3-D objects and 2-D shapes, share personal
characteristics of 3-D objects and 2-D shapes, objects and 2-D and analyze the experiences that are
objects and 2-D and analyze the shapes, and analyze relationships among clearly related to oral,
shapes, and analyze relationships among the relationships them. print and other media
the relationships them. Specific among them. Specific Outcomes: texts
among them. Specific Outcomes Specific Outcomes 2. Sort 3-D objects and 2- talk with others about
Outcomes 2. Sort 3-D objects and 2. Sort 3-D objects D shapes, using one something recently
2. Sort 3-D objects 2-D shapes, using one and 2-D shapes, using attribute, and explain the learned
and 2-D shapes, using attribute, and explain one attribute, and sorting rule. composite 2- make observations
one attribute, and the sorting rule. explain the sorting D shapes and 3-D about activities,
explain the sorting composite 2-D shapes rule. composite 2-D objects. 4. Compare 2-D experiences with oral,
rule. composite 2-D and 3-D objects. 4. shapes and 3-D shapes to parts of 3-D print and other media
shapes and 3-D Compare 2-D shapes to objects. 4. Compare 2- objects in the texts
objects. 4. Compare 2- parts of 3-D objects in D shapes to parts of 3- environment
D shapes to parts of 3- the environment. D objects in the
D objects in the environment
environment
Social Science Social Art
Studies/Language
Arts
Lesson: My Favorite Lesson: Using our 5 Lesson: What is a Lesson: What is my
Place in my senses in our map? favorite place?
Community? Community
Lesson Objective: Lesson Objective: Lesson Objective: Lesson Objective:
After completing the Students will identify Students will construct Students will explore
concept sort, students how their 5 senses were a map using the book watercolor and oil pastels
will complete a writing used on their community Franklins to observe how the two
activity/drawing activity walk. Neighbourhood and materials do not mix.
that identifies their identify map features.
favorite place in their
community.

Activity: Activity: Activity: Activity:

Discuss Franklins - I Went Walking - Look at pictures in - Students will create a
Neighbourhood - by booklet booklet of 5 Franklins picture of their street.
Paulette Bourgeois & senses that connects Neighbourhood Complete with house and
Brenda Clark. Where community walk and five Discuss the places vegetation. Students will
did Franklin go? senses. Franklin went to, and explore color and how it
(Display anchor charts the map key and transmits onto paper.
from previous lesson) - Identify what senses symbols on the map. - Students can also
are used - Give students map create a treasure map
with features of and/or scavenger hunt to
Students will complete - Use Anchor Charts Franklins lead to their favorite place
sentences about their Neighbourhood in their community -
favorite place in their - Have students draw students will write clues to
community. Students where they believe the develop writing skills
will draw and color a other animals live
corresponding picture - Students will write
for the sentences. directions on map as
well as other features
Students will share which make their map
with a partner and use unique (water, animal
feedback questions. name house, map
(I think, I wonder 2 name, hill, mountain)
questions will be
asked)

Assessment: Assessment: Assessment: Assessment:

Complete My Formative Assessment Formative Assessment Formative:
favourite place in my I Went Walking Observe maps are Classroom
neighbourhood/comm booklet (Assessment of students able to Observation/Assessing
unity is.. Learning) comprehend text for Understanding of key
Formative assessment - Understanding of transfer ideas concepts
(assessment for senses and examples of - Maps will be used as
learning) what student exit slip
experienced.
Differentiation: Differentiation: Differentiation: Differentiation:
Emergent Emergent writers will be Maps with more
readers/writers will be given writing prompts identifying landmarks Student will trace shapes
encouraged to sound and will not have to will be provided with oil pastel then paint
out words. Students write full story - use of ipads will also over with watercolor to
can draw a picture of students may also draw be available for create picture.
their favorite place in pictures to complete students
their community if they booklet. Student of various ability
cannot write. will compete art based o
their strengths. Several
options are available for
students to complete
assignment.
Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes:
Social Studies: Science: Social: Art:
Students will: Senses: 1.1.3 examine how Component 3
1.1.1 value self and General Learner they belong and are APPRECIATION:
others as unique Expectations connected to their Students
individuals in relation Students will: world by exploring and will interpret artworks
to their world: 19 Use the senses to reflecting upon the literally.
appreciate how make general and following questions for Concepts
belonging to groups specific observations, inquiry: A. Art takes different
and communities and communicate What different types forms depending on the
enriches an observations orally and of communities or materials and techniques
individuals by producing captioned groups do you belong used.
identity pictures. to? B. An art form dictates the
appreciate multiple What helps us to way it is experienced.
points of view, Specific Learner recognize different C. An artwork tells
languages, cultures Expectations groups or communities something about its
and experiences within Students will: (e.g., landmarks, subject
their groups and 1. Identify each of the symbols, colours, matter and the artist who
communities senses, and explain logos, clothing)? made it.
1.1.2 value the groups how we use our senses D. Colour variation is built
and communities to in interpreting the world. 1.1.5 distinguish on three basic
which they belong: 2. Identify ways that our geographic features in colours.
demonstrate a senses contribute to our their own community E. Tints and shades of
willingness to share safety and quality of life. from other colours or hues affect the
and cooperate with 3. Apply particular communities by contrast of a composition.
others senses to identify and exploring and F. All aspects of an
describe objects or reflecting upon the artwork contribute to the
Language Arts: materials provided and following questions for story it tells.
General Outcome 1: to describe living things inquiry:
Students will listen, and environments. What are some
speak, read, write, Students meeting this familiar landmarks and
view and represent to expectation will be able places in my
explore thoughts, to describe community?
ideas, feelings and characteristics, such as Why are these
experiences. colour, shape, size, landmarks and places
texture, smell and sound significant features of
1.1 Discover and the community?
Explore Language Arts:
1.1 Discover and
Express ideas and Explore
develop understanding Experiment with
share personal language and forms
experiences that are experiment with
clearly related to oral, different ways of
print and other media exploring and
texts developing stories,
talk with others about ideas and experiences
something recently
learned 1.S.6 develop age-
make observations appropriate behavior for
about activities, social involvement as
experiences with oral, responsible citizens
print and other media contributing to their
texts community, such as:
behavior in
Experiment with accordance with
language and forms classroom, school and
experiment with community expectations
different ways of
exploring and 1.S.8 demonstrate skills
developing stories, of oral, written and
ideas and experiences visual literacy:
Express preferences interact with others in
express preferences a socially appropriate
for a variety of oral, manner
print and other media respond appropriately,
texts verbally and in written
Set goals forms, using language
choose to read and respectful of human
write for and with diversity
others

1.2 Clarify and Extend

Consider the ideas of
others
listen and respond
appropriately to
experiences and
feelings shared by
others

Music Physical Education Music Language Arts

Lesson: Community Lesson: Movement in Lesson: Lesson: What story
Song Our Community Lets Create a Song does our picture tell?
Lesson Objective: Lesson Objective: Lesson Objective: Lesson Objective:
Students will Students will Students will Students will interpret
appreciate singing as demonstrate physical cooperate to create a their own picture and
a form of expression. literacy movement song with instruments create a story.
(jumping, running, to a steady beat.
jogging, skipping)
Activity: Activity: Activity: Activity:
- Form Circle and Sing - Exploring my Students will work - Students will create a
Music Greeting song Community Action together to create a story based on their
Making Music Fun for Song Lethbridge song. artwork
the Little Ones! - Students will - Writing prompts will be
demonstrate jumping, - Students will vote on provided I like my
- Students will learn crawling, running, what song to use (The neighbourhood
the community song jogging, and skipping More we Get /community because
with movement skills Together, ABC, My
- Community obstacle Bonnie Lies Over the
course - students will Ocean
complete a obstacle
course on scooters.
(stop signs, yield signs,
turn signs will all be
included) - students will
manipulate through
pylons that represent
garbage cans)
Assessment: Assessment: Assessment: Assessment:
Formative: Formative Assessment: Observation / Formative Assessment:
Assessment through Observation- Student Discussion / Discussion/Peer Sharing
observation will demonstrate fine Cooperation
motor skills/balance and
coordination/gross
motor
activities/cooperation
and participation in
physical activity

Differentiation: Differentiation: Differentiation: Differentiation:

Students who is non- Students who can Student can use Student will use talk to
verbal may use perform certain tasks instrument to text application to create
percussion instrument will be encouraged to do contribute / bang drum story.
tasks that they are to beat. Sentence starters
comfortable with.

Students will complete

tasks based on abiity
Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes:
Skill: Students will: ELEMENT: RHYTHM Language Arts:
Singing Basic Skills The student will 1.1 Discover and Explore
1. Distinguish between Locomotor; e.g., understand that:
childrens speaking walking, running, 1.Music may move to Express ideas and
and singing voice hopping, jumping, a steady beat develop understanding
2. Respond to tone leaping, rolling, Singing share personal
matching and echo skipping, galloping, 1. Distinguish between experiences that are
games. climbing, childrens speaking clearly related to oral,
sliding, propulsion and singing voice print and other media
through water 2. Respond to tone texts
A11 perform locomotor matching and echo talk with others about
skills through a games. something recently
variety of activities learned
make observations
about activities,
experiences with oral,
print and other media text
Lesson Plan:
Grade: 1 Unit: My Community

Subject: Language Arts/Social Studies

Critical Inquiry Question: How do I belong to my community?
Lesson: What is a Community?
Lesson For students to understand and define what and where their
Objective: community is and makes it unique.
Cross Social Studies, Language Arts
Curricular
Connection
s:
Activity: Introduction Activity:
Have students sit in reading area. Activate prior knowledge by
asking students if they have heard the word neighbourhood
before. What do they think the word means? What do
neighbourhoods look like? Have students observe the cover of
the book. Where do they think Franklin is going? Why is he
going there? Engage students in conversation about
neighbourhoods.

Read Franklins Neighbourhood by Paulette Bourgeois &

Brenda Clark

Debrief book: Why do you think Franklin had a difficult time

deciding on a favorite place? Do you sometimes have a hard
time choosing favorite things? Why? Why do you think Franklin
chose people instead of a place in his community? What is our
community? What does this mean? What makes Lethbridge a
community?

Instruct students that the words community and neighbourhood

can be used in the same way.

Ask students to identify what community they live in. Instruct

students that they live in Lethbridge.

Using Google Maps

https://www.google.ca/maps/place/Canada/@54.5718155,-
 115.1165393,6z/data=!4m5!3m4!1s0x4b0d03d337cc6ad9:0x99
68b72aa2438fa5!8m2!3d56.130366!4d-106.346771 zoom into
Lethbridge contrasting the difference between Canada, Alberta,
and Lethbridge

Students will complete a concept sort of community in their

small groups. The teacher will provide pictures of Lethbridge.
The students will determine if they have been to the locations
depicted on the pictures. Have a discussion of the locations
provided in a small and large group setting. Encourage
storytelling to develop oral language.

Assessment Formative Assessment:

: Check for understanding Observation and Discussion
Differentiati If student is new to Lethbridge, have pictures cut out of the
on/Modificat community he/she came from. This can be an opportunity to
ions discuss similarities and differences in communities.

Students work in groups known to them to encourage work

ethic.

Student (B) can use thumbs up or thumbs down cards if he has

been to the places in the pictures.
GLO/SLOs: Social Studies:
GLO 1.1: My World: Home, School, & Community

General Outcome
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.

SLO 1.1.1
- Students will value self and others as unique individuals in relation to
their world:
- appreciate how belonging to groups and communities enriches an
individuals identity

Language Arts:
General Outcome 1:
Students will listen, speak, read, write, view and represent to explore
thoughts, ideas, feelings and experiences.

1.1 Discover and Explore

Express ideas and develop understanding
- share personal experiences that are clearly related to oral, print and
other media texts
- talk with others about something recently learned
- make observations about activities, experiences with oral, print and
other media texts
 Culminating Activity:
Lets Make a City
Students will contribute to the creation of a
3D city. Students will need to build a
structure that will increase the success of
our class city. Students will be given the
category of work, live, and play. Students
will then need to construct a building
appropriate for their specified category.
Students will then write a description of the
place they built. Students will be assessed
on understanding of whether what they
choose to build was appropriate for our
community based on what we learned.
Students will address why the building they
chose is important to our community.
This activity is a cross curricular
culminating task. Students will use skills
they have acquired and developed in math, social, science, art, and language arts.
Rubric:
Rating Scale: Welcome To Our Community
Source: (http://www.aac.ab.ca/assessment-materials/welcome-to-our-community/)

Criteria Description of Yes! A good Not Yet Teacher Comments

Criteria start

Identify a Represents an
important place appropriate place
in the in the community.
community
(1.1.5.1)

Explain Creates a caption

importance to that specifically
community explains why the
(1.1.5.2) place is
important.
Student Self Assessment:
My Favourite part about my building
was________________________________________________________
____________________________________________________________
This was easy for me because
____________________________________________________________
___________________________________________________________

This was hard for me

because_____________________________________________________
___________________________________________________________

I learned
that_________________________________________________________
___________________________________________________________

I feel
Bulletin Boards:
The following bulletin boards are exemplars of bulletin board that could be used during
the community unit.
Communication:
In order to effectively communicate with parents I will send a weekly update home in a
newsletter form to remind parents of what is going on in our classroom. I envision this
being a classroom newsletter where students contribute. Students will have some
ownership in what goes into the class newsletter. Pictures, work submissions,
community news will be incorporated. Commented [1]: Great idea for your students to see
the value in what they are learning and being able to
apply their writing skills.

I think it is important to incorporate a wide range of communication to engage parents

in their childs learning. The use of the app Remind will allow parents to be updated
on class information with technology.
I would also create a class webpage where parents could actively be part of their childs
learning. Projects we are conducting in class could be viewed by parents. Parents
would have the ability to view and comment on their childs work. I think this makes
learning meaningful for the child as the child wants their parents or guardians to be part
of their school community. However, due to busy lifestyles it is difficult for families to
participate in all school activities. Opportunities like class web pages closes this gap.