Lesson Plan

The People and the Land (What is a Community?)

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Grade Level:
Fifth Grade-Sixth Grade
Duration:
45 - 60 minutes
Group Size:
8 or fewer
Setting:
classroom
National/State Standards:
National Standards for ...
Social Studies:
Standards I, II, IV, V, VII

Geography:
Elements 2, 3

History:
Topic 1

Overview

In "People and the Land (What is a Community?)," students will learn what differentiates a group of people from a community.

Our "People and the Land" unit is broken into five lesson plans, taking 30 - 180 minutes to complete, and targeted at varying grade levels. A class needn't complete every lesson in the unit - each lesson comes with its own set of objectives and resources. This is lesson 2 of the unit.

Objective(s)

Guiding Question: What defines a community?

Critical Content: Learn what differentiates a community from just a group of people.

Student Objectives: Students will ...

  • synthesize a concept (community)
  • identify and discuss similarities and differences

 

Background

Our "The People and the Land" unit is broken into five lesson plans, each taking 45 - 120 minutes to complete, and targeted mainly at fifth and sixth grade students. A class needn't complete every lesson in the unit, though some lessons do refer to one another and are better done in sequence. However, each lesson comes with its own set of objectives and resources.

The final lesson, "The People and the Land (Team Research)" can be done independently, as a research project, or as a final assessment after having done some, or all, of the other lessons in the unit.


Check out the other lessons:

Lesson 1: On the Move
Lesson 2: What is Community?
Lesson 3: Coming Together
Lesson 4: Changing Times
Lesson 5: Team Research

Procedure

Assessment

Discussion Questions:

1. What "items" are needed to have a community? Do only people make up communities? Can you give examples of communities that are made up of something other than or in addition to people? (Ex. ecological community.)

2. Name communities of which you are a part.

3. How do these communities (including your family) influence your life and who you are?

4. What type of role do you play in each of these communities? Are the roles similar or different in the various communities?

5. How do you think being a member of a community affect how you think about the area you live in?

6. Why do you think we are focusing on community in our unit on Denali?


Extensions

Extensions:

1. Have students make Venn Diagrams of the various communities of which they are a part. A Venn Diagram visually describes the overlapping similarities and differences by using circles. If there is a community that is part of another community, the circles representing each community will overlap. If a community is separate from another community, their representative circles will not touch.

Example: The city of Anchorage community, an Anchorage school community, and classroom community within that school will overlap because they are related. Fairbanks community is different from the Anchorage community and our school community and our classroom community so they would not overlap. However, if we added an Alaska community, all of these other circles would overlap with the Alaska community because they are all a part of the Alaska community.

2. Have students create the "perfect" community that meets everyone's needs. List the needs and how these needs are met. Does such a community exist? Can it exist? Why or Why not?