Rural Lesson Plan 1

Rural and Urban Lesson Plans
Lesson #1
Rural Communities
Date
October 30, 2014
Subject/Grade
Level
Grade 1 Social Studies
Time
Duration
30 minutes
Unit
Belonging in My World
Teacher
Roosmarijn Pastink
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
1.1 My World: Home, School and Community
Specific
Learning
Outcomes:
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 differences between rural and urban communities
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.
LEARNING OBJECTIVES
Students will:
1. Recognize what a rural community looks like
2. List words that are associated with a rural community
ASSESSMENTS
Observations:
Formative Assessments (LO 1,2) (LA 2)

Discussion (LO 1,2) (LA 1,2,3)
Question and Answer (LO 1,2)(LA 1,2,3)
Performance Tasks: (LO 1,2) (LA 2,3)
Key Questions:
What does a rural community look like? (LO 1) (LA1, 3)

What are words we can use to describe a rural community? (LO 1)(LA 2)
What types of things make a community rural? (LO 1,2) (LA 1,2,3)
Rural word chart (as a class) (LO 2) (LA 2)
Rural booklet (LO 1) (LA 3)
Products/Performances:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
A Walk Around a Farming Town Peter and Connie Roop

Many Voices Grade 1 Teacher Resource - Pearson Education
Canada Inc.
Alberta Curriculum
A Walk around a Farming Town book

16 Popsicle sticks with names
1 T-chart poster
Tape
1 marker
16 rural booklet pages
16 rural cutouts pages
16 glue sticks
16 scissors
4 desk bins (to put the scissors and glues in at each
desk)
Rural book bin (In the Country, The Strongest Man,
Come to the Fair, Be Patient Little Chick, A Prairie
Alphabet, Bibi and the Bull, Baby Calf and Wheres
Wooly)
1 rural sign
1 picture of Purple Springs
PROCEDURE
Introduction
Roosmarijn Pastink Professional Semester 1
Time

Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and Behavior
(Sit on the carpet by the reading chair tell students to come to the
carpet area walking quietly and picking a spot on the carpet where
they feel they will not be distracted if the run to the carpet, send
them back to their tables to try walking again)
when all students are sitting quietly show them a picture of my
backyard (Purple Springs rural area)
This picture is from my house, I live in a rural area
Show students the printed word rural and say the word together as a
class
Does any body know what the word rural means?
hands up if you have driven outside of the City of Medicine Hat
hands up if you have ever anyone been to a farm?
We are going to sit criss cross apple sauce
We raise our hands to ask a question
We cant talk when someone else is talking
Duck check to see if they are sitting too close to other students
1:20
1 minute
1 minute
1 minute
Advance
Organizer/Agenda
Transition to Body
Learning Activity #1
Remind students that all our centers have rules and what will happen
if we do not follow the rules
We can get marbles taken out of our marble jars for bad behavior and
breaking rules
We will be a reading a book to learn about rural communities(LO
1)(LA 1)
We are going to think of words that describe rural communities and put
them on a chart (LO 2) (LA 2)
Youre all going to create a little booklet about rural communities (LO
1)(LA 3)
We are going to read A Walk Around a Farming Town to learn about
rural communities (show book)
Body
Book Reading (LO 1)
Read out the book title A Walk around a Farming Town
Point out the picture of the farm
Farms are in rural areas
Read pages 4-5, 8-13, 16- 19 & 26-27

4 Some rural communities are bigger than others, but they are always
smaller than cities. What types of things do you notice about the pictures
on this page?
12 Most students in rural communities get to school by bus, where as in
the city most people walk or drive a car to school
13 most students in rural communities get to their schools in school
busses
16 do you know what agriculture means? agriculture means farming
the land or raising animals the pictures on this page show farmers
farming the land
26 explain that a lot of the activities people do for fun in rural
communities are outdoor? Can anyone tell me what they are doing for
fun in this picture?
30 s
30 s
Time
1:24
8 minutes
from the pictures we seen in the book, what does a rural community
look like? (LO 1)
Ask a few students for their answers if they raise their hands
Yes, those are all great answers. Remember that a rural community is a
community outside of a city. It may be a small town or farming
community.
Assessments/ Differentiation:
Transition to next activity: stand up beside the Word Chart poster and
say Remembering what we seen in the book we just read, what are some
things that make a community rural?
Question and Answering: questions throughout the book to check for
understanding of the pictures and words in the book after each
page(LO 1,2)
Discussion talking about what a rural community looks like and what
they have learned from the book (LO 1,2).
Differentiation:
if a student does not like reading books in a group and cannot not focus
in a group setting they can go with the TA and read the book out in
the hall
Word Chart & Discussion (LO 2)
Think of words that we could use to describe a rural community (LO
2) when you think of a word put your hands on your head
Use popsicle sticks to get answers from different students (Get Ocean
to hold the popsicle stick jar as a special job)
Write the student responses on the rural poster as students give
answers
If students cannot come up with answers try these prompts:
How did people get from place to place in these communities
What was one important job that the book talked about
Were their any schools? How did the students get to school?
Did we see places in the book where people could buy stuff?
What are some of the things the people did for fun?
Did it look really busy in the community? Or more quiet?
Assessments/ Differentiation
1:32
7 minutes
Transition to next activity: Tell students we are moving over to their

desks
We are going to walk to our desks like quiet little mice and when we get
to our desks we are going to put our hands on our heads and sit quietly to
show me that youre ready (put hands on head as example)
Before we try this can any one tell me how many sounds we are allowed
to make?
Can anyone tell me what we are supposed to do when we get to our
desks?
Discussion What words are associated with a rural community? This

is to develop students understanding of words that describe rural
communities (LO 2)
Question and answer: checks for understanding of words associated
with rural communities (LO 2)
Formative Assessment by asking each student to think of something
and put their hands on their heads, you can tell if they understand and
if they do not have an answer you can re-explain some of the
information to them (LO 2)
Performance Task: assessing if every student can come up with a word
to put up on the chart (LO 2)
Rural Booklet (LO 1)
Have the booklet page and rural cutout page sitting ready on their
desks (Dont hand out scissors and glue until after you have explained
the directions but have them ready on the side)
When everyone is sitting quietly read out the sentences on the
worksheet so that students know what they say
In the first box (point to it) it says I see fences, barns, and hayfields so
in the first box you are going to cut out the fence, barn and hayfield and
glue it in that box
1:39
7 minutes
In the second box it says I hear oinks, moos and clucks so you cut out
the pig, cow and chicken and glue it in this box
In the third box it says I help milk cows and pick peas- so you cut out
the picture of the girl milking the cow and the girl picking peas and glue
it in that box
In the fourth box, it says Where I am? Hands up does anyone have any
ideas as to what these pictures are of? Are we in a rural community?
What types of things make a community rural? (LO 1,2)
Yes, this is of a rural community. When you get to this fourth box you can
print rural on the line
Write rural on the board so students can see how you write/spell the
word
Q & A:
Who can tell me what we do with the pictures once we cut them out?
Who can tell me what we write on the line in the fourth box?
Who can tell me if we should put our names on our paper?
Any other questions?
If not hand out scissors and glue bins to every table and tell them
they can get started
Put your hands up when youre done and I will come and check it
If students get done before others they can color the pictures
When they are done coloring they can put their paper on my desk and
clean up any mess at their table
They can then go to the reading carpet and read from the rural book
bin
Question & Answer: check for understanding if they know it is a rural

or urban community (LO 1)
Discussion as you walk around while students are doing this activity
- discuss with each student why these pictures they are gluing describe
a rural community (LO 1)
Performance Task: completion of booklet (LO 1)
Differentiation:
If students like to draw their own pictures they can draw their own
picture in box #4 instead of gluing the picture of the rural community
For students who have trouble printing a word if it is written on the

board spell it on a separate piece of paper and hand it to them
Sponge Activity
Assessment of Learning:
Feedback From Students:

Feedback To Students
Transition To Next
Lesson
Reading about rural communities I have made a rural book bin full of
books about rural communities and farms
Closure
When everyone is done start to gather them at the reading carpet ( I will
go to the carpet area, and ask them to sit quietly at their desks and I will
ask students who are sitting quiet to come back to the carpet area one by
one).
Put both hands on your head if you know what the word rural means?
(LO 1,2) - ask a few students for their answers from the popsicle stick
jar
Put both hands on your head if you know what a rural community looks
like? ask a few students from the popsicle stick jar (LO 1)
Did the lesson help you understand what a rural community looks
like?
You all did a great job at making your booklets
Next class we are going to learn about urban communities
Time
2 minutes
1 minute
30 s
30 s
1:50
Reflections from the

lesson
Rural Mini Book
Rural Cutouts
Lesson #2
Urban Communities
Date
October 30, 2014
Subject/Grade
Level
Time
Duration
30 minutes
Unit
Belonging in My World Theme 1
Teacher
Roosmarijn Pastink

General
Learning
Outcomes:
Specific
Learning
Outcomes:
1.1 My World: Home, School and Community:

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.
LEARNING OBJECTIVES
Students will:
1. Recognize what a urban community looks like
2. List words that are associated with an urban community
ASSESSMENTS
Observations:
Formative Assessments (LO 1,2) (LA 2)

Discussion (LO 1,2) (LA 1,2,3)
Question and Answer (LO 1,2)(LA 1,2,3)
Performance Tasks: (LO 1,2) (LA 2,3)
Key Questions:
What does an urban community look like? (LO 1) (LA1, 3)

What are words we can use to describe an urban community? (LO 1)(LA 2)
What types of things make a community urban? (LO 1,2) (LA 1,2,3)
Urban word chart (as a class) (LO 2) (LA 2)
Urban booklets (LO 1) (LA 3)
Wow! City! By Robert Neubecker

Many Voices Grade 1 Teacher Resource - Pearson Education
Canada Inc.
Alberta Curriculum
1 Wow! City! Book

16 Popsicle sticks with names
1 T-chart poster
1 roll of tape
1 marker
16 urban booklet pages
16 urban cutouts pages
4 desk bins for glue and scissors
16 glue sticks
16 scissors
Urban book bin (Big City song, Next Stop, Home, Chuck
in the City, Night City, Next Stop, Alphabet City, A Year
in the City)
1 picture of a Medicine Hat
PROCEDURE
Attention Grabber
Introduction
(Sit on the carpet by the reading chair tell students to come to the
carpet area walking quietly and picking a spot on the carpet where
they feel they will not be distracted if the run to the carpet, send
them back to their tables to try walking again)
Time
1:20
1 minute
Assessment of Prior
Knowledge
Expectations for
show the picture of Medicine Hat

Medicine Hat is the city you all live in! A city is an urban area, so you
live in an urban community!
Show students the printed word urban and say the word together as
a class
Does anyone know what the word urban means?
Raise your hand if you live in the city of Medicine Hat?
We are going to sit criss cross apple sauce
Everyone do the duck check for space
We raise our hands to ask a question
We cant talk when someone else is talking
1 minutes
1 minute
Advance
Organizer/Agenda
Transition to Body
Remind students that all our centers have rules and what will happen
if we do not follow the rules
We can get marbles taken out of our marble jars for bad behavior or
breaking the rules
We will be a reading a book to learn about urban communities (LO
1,2) (LA 1)
We are going to think of words that describe urban communities and
put them on a chart (LO 2) (LA 2)
Youre all going to create a little booklet about urban communities (LO
1) (LA 3)
We are going to read Wow! City! to learn about urban communities
(show book)
Body
Book Reading (LO 1)
Show the cover of the book to students
Remember that urban communities are cities.

Show students the picture of Medicine Hat beside the book cover for
comparison
Read the book Wow! City!
Page 1 cities have busy airports with lots of airplanes
Page 2 cities often have a lot of taxis that bring people from place to
place. Do you see how busy this road is? There is lots of traffic in cities
Page 3- Look at all the traffic and buildings. Do you guys know what
these tall buildings are called? They are called skyscrapers
Page 4- some cities have tunnels
Page 5 Cities have tons and tons of buildings. Do you see how some are
small, but most are very tall
Page 6 Cities are often very loud and have lots of sirens
Page 7 Busses are another way that people in the city can get from
place to place. Have any of you ridden in the city bus before?
Page 8 Lots of cities have museums
Page 9 Look at this fun park! We have seen a lot of traffic and buildings
in cities, but cities also have parks so people can play
Page 10 some cities have ships because they are close to water. Does
Medicine Hat have ships? No not all cities have ships
Page 11 - most cities have subways! They are like trains that take people
from place to place. They are often very busy!
Page 12 Cities have lots and lots of people!
SKIP PAGE 13
Page 14 When it is dark there are lots of lights in the city
Page 15 can you see all the lights from all the buildings?
30 s
30 s
Time
1:24
8 minutes
From the pictures we saw in the book can anybody tell me what an
urban community look like?(LO 1)
choose a few students to answer the question if they raise their hands
Yes, those are all great answers. Remember that an urban community is
a community like a city or large town.
Transition to next activity: stand up beside the Word Chart poster and say
Remembering what we seen in the book we just read, what are some things
that make a community urban?
Discussion talking about what a rural community looks like and what
they have learned from the book (LO 1, 2)
Question and Answering: questions throughout the book to check for
understanding of the pictures and words in the book after each page
(LO 1,2)
Differentiation:
if a student does not like reading books in a group and cannot not focus in a
group setting they can go with the TA and read the book out in the hall
Word Chart and Discussion (LO 2)
Remembering what we seen in the book we just read, what are some
things that make a community urban?
Tell all the students to think of a word we can use to describe an
urban community? (LO2) when you know a word put your hands on
your head
Use popsicle sticks to get answers from different students (Get
Reagan to hold the popsicle stick jar as a special job)
Write responses on the urban poster as students give answers
If students cannot come up with answers try these prompts:
How did people get from place to place in these communities?
What kinds of noises did they talk about in the book?
Were their any schools?
Remember the pictures in the book, what did this urban community look
like? What did you see?
Was it loud or quiet?
1:32
7 minutes
Transition to next activity: Tell students we are moving over to their

desks
We are going to walk to our desks bus drivers! We are only allowed to
make two sounds on our walk over to our desks and when we get to our
desks we are going to put our hands on our heads and sit quietly to show
me that youre ready (put hands on head as example)
Before we try this can any one tell me how many sounds we are allowed
to make?
Can anyone tell me what we are supposed to do when we get to our
desks?
Discussion What words are associated with an urban community?

This is to develop students understanding of words that describe rural
communities (LO 2)
Question and answer: checks for understanding of words associated
with urban communities (LO 2)
Formative Assessment by asking each student to think of something
and put their hands on their heads, you can tell if they understand and
if they do not have an answer you can re-explain some of the
information to them (LO 2)
Urban Booklet (LO 1)
Start when students all have their hands on their heads and our sitting
quietly
Have the booklet page and urban cutout page sitting ready on their
1:39
7 minutes
desks (Dont hand out scissors and glue until after you have explained
the directions but have them ready on the side)
When everyone is sitting quietly read out the sentences on the
worksheet so that students know what they say
In the first box (point to it) it says I see high buildings and buses so in
the first box you are going to cut out buildings picture and the picture of
the bus and glue it in box number 1.
In the second box it says I hear sirens, honking and traffic so you cut
out the pictures of the siren and the cars and glue it in this box
In the third box it says I help with shopping at the mall- so you cut out
the picture of the boy shopping and you glue it in this box
In the fourth box, it says Where I am? Hands up does anyone have any
ideas as to what these pictures are of? What types of things make a
community urban? (LO 1)
Can anyone tell me if we are in a rural or urban community?
Yes, this is of an urban community.
When you get to this fourth box you can print urban on the line
Print urban on the board so students can see how you write/spell the
word
Who can tell me what we do with the pictures once we cut them out?
Who can tell me what we write on the line in the fourth box?
Who can tell me if we should put our names on our paper?
Any other questions?
If not hand out scissors and glue bins to every table and tell them
they can get started
Put your hands up when youre done and I will come and check
If students get done before others they can color the pictures
When they are done coloring they can put their papers on my desk
- Take these worksheets and the rural ones from last lesson and cut the
squares out to make mini-booklets about rural and urban communities.
Question & Answer: check for understanding if they know it is a rural
or urban community (LO 1)
Discussion as you walk around while students are doing this activity discuss with each student why these pictures they are gluing describes
an urban community (LO 1)
Performance Task: completion of booklet (LO 1)
Differentiation:
If students like to draw their own pictures they can draw their own
picture in box #4 instead of gluing the picture of the urban community
For students who have trouble printing a word if it is written on the
board spell it on a separate piece of paper and hand it to them
Sponge Activity
Reading I have made a urban book bin - full of books about urban
communities
Closure
When everyone is done start to gather them at the reading carpet ( I will
go to the carpet area, and ask them to sit quietly at their desks and I will
ask students who are sitting quiet to come back to the carpet area one by
one).
Put both hands on your head if you know what the word urban means?
(LO 1,2) - ask a few students for their answers from the popsicle stick
jar
Put both hands on your head if you know what a urban community looks
like? ask a few students from the popsicle stick jar (LO 1)
Did the lesson help you understand what a rural community looks
Time
1:46
2 minute
1 minute

Transition To Next
Lesson
like?
You all did a great job at making your booklets
Next class we are going to learn about the similarities and differences
between rural and urban communities
10
30 s
30s
1:50

lesson
Picture of Medicine Hat Attention Grabber
10
11
Urban Booklet Page
Urban Cutouts
11
Lesson #3
Urban and Rural Communities
Date
October 30, 2014
Subject/Grade
Level
Time
Duration
50 minutes
Unit
Belonging in My World Theme 1
Teacher
Roosmarijn Pastink
12

General
Learning
Outcomes:
Specific
Learning
Outcomes:
1.1 My World: Home, School and Community:

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.
LEARNING OBJECTIVES
Students will:
1. Recognize differences between urban and rural communities
2. Recognize similarities between urban and rural communities
3. Identify what rural and urban communities look like
ASSESSMENTS
Observations:
Key Questions:
Class Discussion (LO 3) (LA 2)

Questioning and Answering (LO 2,3) (LA 1, 2)
Observation (LO 1, 2) (LA 1,2)
Directing Questions (LO 1,2) (LA 1)
Self Assessment red and green popsicle sticks (LO 3) (Pre Assessment)
What is a difference between urban and rural communities (LO 1) (LA 1)
What is a similarity between urban and rural communities (LO 2) (LA 2)
What does a rural community look like? (LO 3) (LA 2)
What does an urban community look like? (LO 3) (LA 2)
Venn Diagram (LO 1,2) (LA 1)
Centers (LO 1,2,3) (LA 2)

https://www.youtube.com/watch?v=pEewYZDXwDM Clean Up Song
Alberta Curriculum
1 picture of Medicine Hat

1 picture of Purple Springs
16 jumbo red popsicle sticks
16 jumbo green popsicle sticks
4 center signs
1 urban book bin (Big City song, Next Stop, Home,
Chuck in the City, Night City, Next Stop, Alphabet City,
A Year in the City)
1 rural book bin (In the Country, The Strongest Man,
Come to the Fair, Be Patient Little Chick, A Prairie
Alphabet, Bibi and the Bull, Baby Calf and Wheres
Wooly)
1 bin of urban items (10 sky scrapers, 15 toy cars, 25
pieces of paper roads, 5 trees, 5 model homes, 5 lego
people)
1 bin of rural toys (5 cows, 5 horses, 30 pieces of
fence, 1 water mat, 1 toy silo, 5 toy trucks, 2 toy cars,
5 lego people, 7 trees, 5 train tracks)
2 urban and rural games 2 game cards, 2 stacks of
12
13
game cards and 2 game pieces

Clean Up Song on YouTube set up
1 giant venn diagram
1 poster of Rural words (from previous class)
1 poster of Urban words (from previous class)
PROCEDURE
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Advance
Organizer/Agenda
Transition to Body
Introduction
Handout 1 green popsicle stick and 1 red popsicle stick to each student
(Explain that these are tools and not toys)
Show the Medicine Hat City Picture and the Purple Springs Farm
Picture
Look at these two pictures try and look for things that are the same
about these pictures and things that are different about these pictures
Looking at the pictures tell students to remember that 1 is urban and
1 is rural
Hold up the picture of Medicine Hat and say without talking, hold up
your green Popsicle stick if you think this is a picture of an urban
community? Hold up your red Popsicle stick if you think it is a rural
community?
Explain that it is urban it is urban because it is a city, it has lots of
buildings and is very busy
Hold up the picture of Purple Springs
Without talking, hold up your green Popsicle stick if you think this is a
picture of an urban community or hold up your red Popsicle stick if you
think it is a rural community?
It is rural because it is outside of the city, it is very quiet, there are not a
lot of buildings or traffic
Time
1:20
1 minute
3 minutes
Collect the popsicle sticks back ask all students to pass the container
along and put them in there
We are going to sit criss cross applesauce
Do the duck check for space of seating
We raise our hands to ask questions
Dont talk when the teacher is talking
Center Rules :
We need to share all the items at the center
We use inside voices at centers
We help clean up any mess we make at centers
When centers are over we put everything away
Remind students that all our centers have rules and what will happen if
we do not follow the rules
We can get marbles taken out of the marble jar for breaking rules and
bad behavior
We are going to do an activity to learn some of the similarities and
differences between urban and rural communities
We are going to do centers to teach us more about urban and rural
communities
Stand up beside the T-chart poster
Body
Venn Diagram Activity (LO 1,2)
(If a lot of the students did not get the question right in the assessment
of prior knowledge do a brief recap of urban and rural and talk about
the books we read)
to start show students the charts we made for urban and rural and
read the words out to them to remind them how we can describe these
1 minute
30 s
30 s
Time
1:26
5 minutes
13
14
communities
can anyone tell me what is a difference between urban and rural
communities? (LO 1)
Yes, these communities are very different, for example urban
communities are often very noisy but rural communities are not
but something we have not talked about yet is that they can also have
some things that are the same about them these are called similarities
does anyone know what a similarity could be between urban and

rural communities (LO 2)
for example both urban and rural communities have people living in
them so that is a similarity
we are going to play a venn diagram game each of you will get a card
when it is your turn to come up and you have to decide if it belongs in an
urban community, a rural community or if can belong in both
briefly explain how the Venn Diagram works this side is for urban
things, and this side is for rural things and the middle spot is for things
that can be found in both urban and rural communities
use the popsicle stick jar to pick the order that students go up when
their name is picked give them a flash card with tape on it and allow
them to stick the card to either urban, rural or both
if they are unsure give them some prompts
directing questions:
remember what we learned about in the books? Do you remember seeing

any differences and similarities ?
Do you remember reading about this item?
This item is very similar too
If they are still hesitant about sticking it on the Venn Diagram - tell
them they can ask one of their classmates for help
If they put it on the wrong one explain that it is a good guess, but it
actually does not belong in that community and get them to try again
The both category might be harder for students because that is a new
concept being learned in this particular lesson give more hints for
those cards
When everyone has gone and the Venn Diagram is correct briefly go
over it and especially explain the both category
Q&A
Can anybody tell me why the school card was put in the both section?
Can anybody tell me why they cars card was put in the both section?
Can anybody tell me why the puppy card was put in the both section?
Transition to next activity: step to the other side of the group, facing into
the classroom and get students to quietly turn around to face you
Observation: where they put the card. If students put the flash card on the
wrong place make sure that you keep that in mind and talk to those
students during centers to further check for understanding and re-explain
anything you need to (LO 1,2)
Q & A: to further check for student understanding of the same category
(LO 2)
Direction questions: to prompt students to think about what they saw?
Trying to get them to think about similarities and differences through the
words and pictures we discussed previously (LO 1,2)
Differentiation:
If students are very unfamiliar with a Venn diagram, you could use a 3
column T chart with the words urban, rural and both.
If a student is getting distracted get that student to help hold the
14

popsicle stick jar and pick out the sticks

Centers (LO 1,2,3)
We are going to be doing centers now!
There are 4 centers and you are going to be going around in groups of
4 (groups pre determined and on the board they are their regular
groups of 4)
There is a reading center, building a rural community center, building
an urban community center and a board game center.
At each center you need to keep in mind - What does a rural
community and urban community look like? (LO 3)
Briefly explain each center and point out where each center is:
1. The Reading Center I have put two book bins out on the floor at
the reading carpet an urban bin and a rural bin. Take turns
looking at the books. Watch for words that you remember talking
about. Keep in mind any similarities and differences
2. The Urban Building Center You get to build an urban
community! You have to work together as a team to use the items s
provided in the box and build an urban community. Set up it up the
way your group thinks an urban community looks like! Keep in
mind the things we talked about! When building these ask your
self what does an urban community look like? (LO 3)
3. The Rural Building Center You get to build a rural community!
You have to work together as a team to use the items s provided in
the box and build a rural community. Set up it up the way your
group thinks a rural community looks like! When building these
ask your self what does a rural community look like? (LO 3)
4. The urban/rural game the title of the game is race to the finish:
rural or urban? you play this game in groups of 2, one player is
urban, and one player is rural. When you flip over a card look at
the picture- if it is a picture of something urban then the player
whose urban moves ahead one box, but if the picture is of
something that belongs in a rural community, than the player who
is rural moves ahead one square. I will come around and help you
with this game
Explain that each group will get 8 minutes at each center and then
they will switch to a different center
When I play this song (play YouTube song) it means we need to stop
what we are doing at our center and put everything back the way we
found it and then put our hands on our heads when we are done
cleaning to show we are ready to move to the next station
15
1:31
35 minutes
That sure was a lot of information Grade 1s!

Can someone remind me what we are going to be doing at the reading
center?
Can anyone remind me of what we are supposed to do at the building
centers?
Can anyone remind me what we are going to do at the game center?
Some one please remind me what we are supposed to do when the clean
up song is playing?
Anybody else have an questions?
If you have questions at the centers remember our rule Ask 3 and
than ask me!
Lets see which group is sitting quietly and ready to head over to a
center
Group 1 can stand up and quietly head over to the book center
Group 2 can stand up and quietly head over to the urban building
center
15
Sponge Activity
Group 3 can stand up and quietly move over to the rural building center
Group 4 can stand up and quietly move over to the game table center
do a quick run around to each make sure the setting up of each center
is going well then go to group 4 and help them set up the game and
show them how it is played. Tell them that their face buddy is who
they will be playing the game against. One side of the table is urban and
the other side is rural.
After 8 minutes play the Clean Up song and make sure each group is
cleaning up their center and when everyone is done cleaning get the
groups to all move clockwise
Observation Making sure that students understand the material at
each center and are properly distinguishing the differences between
rural and urban (LO 1)
Question and Answer: As you are walking around, you can start
conversations with each individual student ask him or her if they are
learning about urban or rural at this center? Also how they know? (LO
3)
Discussion: with each individual group about why they are building the
communities the way that they are? How can they tell that they are
urban or rural? (LO 3)
Differentiation
If students get done the game center before the 8 minutes is up they
can play it again and switch up partners if they want
If they do not want to play the game again they can mix up the game
cards from board games and play a game of memory
I printed pictures and glued them to each game card because most
students will not be able to read the words
If students are not participating in a certain center, are not working
well with others or getting bored of a certain center you can add
these
The Venn Diagram take the flash cards off and get the student to try it
on their own
Closure
Back at the carpet area
Call students back after last round of centers and their centers are
clean
16
Put your hands on your head if you know what an urban community
looks like (LO 3) (LA 1,2)
Can anyone tell me something that belongs in an urban community?
(LO 3) (LA 1,2)
Put your hands on your head if you know what a rural community
looks like (LO 3) (LA 1,2)
Can anyone tell me something that belongs in an urban community?
(LO 3) (LA 1,2)
Can anyone tell me a similarity between urban and rural communities?
(LO 2) (LA 1,2)
Can anyone tell me a difference between urban and rural
communities? (LO 1) (LA 1,2)
Did the centers help you understand the differences between rural and
urban communities?
What they did well at in centers?
Did they participate?
Did they work together?
Did they clean up?
Time
1:06
2 minute
1 minute
30 s
16

Transition To Next
Lesson
Now that we know we live in an urban community, next class we will learn
how to find our community on a map and globe
17
30s
1:10

lesson
Medicine Hat Picture
Purple Springs Picture
Urban and Rural Flash Cards

17
Tractor
18
Deer
Cow
Farm
18
Camping
School
Barn
Puppy
19
19
Cat
People
Busy Highways
Sky Scrapers
20
20
Taxi
Traffic
21
Transit Bus
Mall
Centers:
Game
21
22
You wil l need a count er. One person wil l choose rural and one
person wil l choose urban. T urn t he game cards f ace down. T ake
t urns f l ipping a card. If you are rural and you t urn over a rural
it em you may move ahead one space. If your game card does not
mat ch your t ype of cit y you l ose your t urn. T he f irst person t o
t he f inish l ine wins.
22
23
23
24
24
25
Book Bins
25

Rural Lesson Plan 1

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Rural and Urban Lesson Plans

October 30, 2014

Grade 1 Social Studies

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

1.1 My World: Home, School and Community

Formative Assessments (LO 1,2) (LA 2)

What does a rural community look like? (LO 1) (LA1, 3)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

A Walk Around a Farming Town Peter and Connie Roop

A Walk around a Farming Town book

Rural and Urban Lesson Plans

Read pages 4-5, 8-13, 16- 19 & 26-27

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

Transition to next activity: Tell students we are moving over to their

Discussion What words are associated with a rural community? This

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

Question & Answer: check for understanding if they know it is a rural

For students who have trouble printing a word if it is written on the

Feedback From Students:

Next class we are going to learn about urban communities

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

Reflections from the

Rural Mini Book

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

October 30, 2014

Grade 1 Social Studies

Belonging in My World Theme 1

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

1.1 My World: Home, School and Community:

Formative Assessments (LO 1,2) (LA 2)

What does an urban community look like? (LO 1) (LA1, 3)

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Wow! City! By Robert Neubecker

1 Wow! City! Book

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

show the picture of Medicine Hat

Remember that urban communities are cities.

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

Transition to next activity: Tell students we are moving over to their

Discussion What words are associated with an urban community?

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

Feedback From Students:

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

Reflections from the

Picture of Medicine Hat Attention Grabber

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

Urban Booklet Page

Roosmarijn Pastink Professional Semester 1

Rural and Urban Lesson Plans

Urban and Rural Communities

October 30, 2014

Grade 1 Social Studies