The Big Community Project- a Project-Based Learning Social Studies Unit

The Big Community Project- a Project-Based Learning Social Studies Unit
The Big Community Project- a Project-Based Learning Social Studies Unit
The Big Community Project- a Project-Based Learning Social Studies Unit
The Big Community Project- a Project-Based Learning Social Studies Unit
The Big Community Project- a Project-Based Learning Social Studies Unit
The Big Community Project- a Project-Based Learning Social Studies Unit
The Big Community Project- a Project-Based Learning Social Studies Unit
The Big Community Project- a Project-Based Learning Social Studies Unit
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This pack is designed to answer the essential question, “What is a community?” Throughout the unit, students will learn what values are, why we have rules and why they are important, that communities are comprised of people, buildings, transportation, and other resources and what makes their community special. It will help students learn about how cultures impact communities and help them look closely at their own community. After building schema, students will work in groups to create their own communities using all that they have learned in the first part of the unit. This unit addresses many standards (listed below) and has many cross curricular extensions. I hope that you and your students enjoy it!

Guiding Questions (Lesson plans included for each question):

Building Schema

These first ten lesson plans are intended to teach your students what a community is and specifically about their community. Once they have built this schema, they can apply the knowledge towards their project.

1. What is a value?
2. What is a community and why are values important for a community?
3. What do we notice about communities?
4. Why are rules and laws important for life in our community?
5. How is a neighborhood community organized?
6. How do maps help us understand our world?
7. What can we learn about buildings by observing their architectural features?
8. Transportation is the way that people travel from place to place. How does transportation help a community function?
9. What businesses help a community?
10. How does culture influence a community?

The Project

For this project you will need to split your class into small groups. Each group is responsible for creating their own community, coming up with the laws and rules that they value, designing and constructing their community, and then presenting it to the class.

1. What values should our community reflect?
2. What rules and laws are important for life in our community?
3. Designing and constructing a city. How will your design influence and affect your community?
4. How will your group present their values, laws, and communities to the class and parents?
5. Presentations

This packet includes many resources including: fully written out lesson plans, picture cards, vocabulary pictures (great for ELL students), anchor charts, recording pages, printables, graphing activities, student and class books, language, writing, art, and social studies activities and more!

All lessons are presented in the 5-E format. (engage, explore, explain, elaborate, evaluate) They are written out step by step! Each lesson also comes with beautiful pictures and engaging activities to help your children understand the objectives in a hands-on way. Many of the lessons also contain links to videos and resources to use while teaching the lesson! I have also included sugegsted books to go with each 5-E lesson plan!

Help your students internalize what a community is, how to be a helper, and really reflect on why we have rules and laws. This unit will help these social studies standards become meaningful to your students.

Download the preview to get a closer look at this packet!

Standards addressed in this unit:

National Council For The Social Studies (NCSS)
Curriculum Standards for Social Studies

I Culture
Social studies programs should include experiences that provide for the study of culture and diversity.

II Time, Continuity, and Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time while recognizing examples of changes and cause and effect relationships.

III People, Places, and Environments
Social studies programs should include experiences that provide for the study of people, places, and environments.

IV Individual Development and Identity
Social studies programs should include experiences that provide for the study of individual development and identity while recognizing personal changes over time and personal connections to places

V Individuals, Groups, and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions while giving examples of an explaining group and institutional influences on people, events, and elements of culture.

VI Power, Authority, and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance while examining the rights and responsibilities of the individual in relation to his or her social group.

VII Production, Distribution, and Consumption
Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.

VIII Science, Technology, and Society
Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.

IX Global Connections
Social studies programs should include experiences that provide for the study of global connections and independence while giving examples of conflict, cooperation, and interdependence among individuals, groups, and nations.

X Civic Ideals and Practices
Social studies programs should include experiences that provide for the study of ideals, principles, and practices of citizenship in a democratic republic.

Total Pages
117 pages
Answer Key
N/A
Teaching Duration
1 month
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