Grade:
3 Subject:
Language Arts
Unit: Communities
Lesson Focus: Types of Communities in Nova Scotia:
Students will identify and describe the types of communities in Nova Scotia (Urban & Rural) and
verbally explain how it affects the lifestyle of the people who live there.
Timeframe: 45 Minutes
“I can” statements
I can identify and describe the types of communities in Nova Scotia and verbally explain how it affects the lifestyle of the people who live there.
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· express and explain opinions, and respond to questions and reactions of others
· demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal and formal oral presentations with sensitivity and respect considering audience and purpose
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· use text features to gather information and support comprehension (captions, diagrams, maps)
· use picture cues to support understanding
Resources
Brainpop Jr. video: Rural, Suburban and Urban
Book: Country & City Mouse
Grade 3 Student Social Studies textbook, "My Province"
Description of terms "urban" and "rural" in Social Studies book pg 26/27
(Definition in glossary)
21Century Skills
· Communicate and Collaborate
· Find and Validate
· Citizenship
· Critical thinking
Mini-lesson
Explicit Teaching (I Do)
Watch Brainpop Jr. video: Rural, Suburban and Urban
Read the story “Country & City Mouse”. As a class discuss the differences and similarities between the two different lifestyles. Introduce the terms “Urban” and “Rural” (Description of these terms in Social Studies book pg 26/27). The city is an urban community and the country is a rural community. Discuss with a buddy what these terms mean. Share with class.
Show Grade 3 Social Studies Student book on SmartBoard. Look at the map of Where People Live in Nova Scotia and the pictures, on pg 25.
Groups (We do)
In groups of 2 or 3 students look at pictures and read the captions in text book (Student Grade 3 Social Studies book pg 24/25)
Discuss: Which communities are in the country?
Which communities are in the city?
How are the jobs different in the country vs. the city?
How would you describe an urban community?
How would you describe a rural community?
A few minutes before the end of this discussion time each group will be given one of these questions. They will be sharing what they discussed for that particular question
Time to Share (We share)
Each group is responsible for sharing what they discussed for one of the following questions.
Which communities are in the country?
Which communities are in the city?
How are the jobs different in the country vs. the city?
How would you describe an urban community?
How would you describe a rural community?
Differentiation:
· I have the Social Studies text book loaded onto Kurzweill so the students who need to use this assistive tech program can use it. Kurzweill will read the text to the students.
· Working with a partner also helps students who have difficulty reading and/or understanding the content.
Assessment:
· Listen to student conversations.
· Make notes under each outcome for individual students using the iPad app "iDoceo"
Unit: Communities
Lesson Focus: Types of Communities in Nova Scotia:
Students will identify and describe the types of communities in Nova Scotia (Urban & Rural) and
verbally explain how it affects the lifestyle of the people who live there.
Timeframe: 45 Minutes
“I can” statements
I can identify and describe the types of communities in Nova Scotia and verbally explain how it affects the lifestyle of the people who live there.
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· express and explain opinions, and respond to questions and reactions of others
· demonstrate comprehension of oral language by engaging in, responding to, and reflecting upon informal and formal oral presentations with sensitivity and respect considering audience and purpose
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· use text features to gather information and support comprehension (captions, diagrams, maps)
· use picture cues to support understanding
Resources
Brainpop Jr. video: Rural, Suburban and Urban
Book: Country & City Mouse
Grade 3 Student Social Studies textbook, "My Province"
Description of terms "urban" and "rural" in Social Studies book pg 26/27
(Definition in glossary)
21Century Skills
· Communicate and Collaborate
· Find and Validate
· Citizenship
· Critical thinking
Mini-lesson
Explicit Teaching (I Do)
Watch Brainpop Jr. video: Rural, Suburban and Urban
Read the story “Country & City Mouse”. As a class discuss the differences and similarities between the two different lifestyles. Introduce the terms “Urban” and “Rural” (Description of these terms in Social Studies book pg 26/27). The city is an urban community and the country is a rural community. Discuss with a buddy what these terms mean. Share with class.
Show Grade 3 Social Studies Student book on SmartBoard. Look at the map of Where People Live in Nova Scotia and the pictures, on pg 25.
Groups (We do)
In groups of 2 or 3 students look at pictures and read the captions in text book (Student Grade 3 Social Studies book pg 24/25)
Discuss: Which communities are in the country?
Which communities are in the city?
How are the jobs different in the country vs. the city?
How would you describe an urban community?
How would you describe a rural community?
A few minutes before the end of this discussion time each group will be given one of these questions. They will be sharing what they discussed for that particular question
Time to Share (We share)
Each group is responsible for sharing what they discussed for one of the following questions.
Which communities are in the country?
Which communities are in the city?
How are the jobs different in the country vs. the city?
How would you describe an urban community?
How would you describe a rural community?
Differentiation:
· I have the Social Studies text book loaded onto Kurzweill so the students who need to use this assistive tech program can use it. Kurzweill will read the text to the students.
· Working with a partner also helps students who have difficulty reading and/or understanding the content.
Assessment:
· Listen to student conversations.
· Make notes under each outcome for individual students using the iPad app "iDoceo"