Urban and Rural Areas
In this first lesson of urban and rural communities, students begin learning about the characteristics of urban and rural areas in the Region of Peel. They will have opportunities to show what they know and begin to make connections with the rural and urban environments around them. 1
2 - 3 30 minute periods Targeted Curriculum Expectations
Social Studies: Urban and Rural Communities
ƒuse appropriate vocabulary (e.g., urban, rural, residential, industrial, commercial, natural resources, multicultural, environment, population)
to communicate the resu lts of inquiries and observations about urba n and rural communities.
ƒ sort and classify inform ation about communities to identify issues and solve problems;
ƒ ask questions to gain information about urban and rural communities
ƒ read a variety of literary texts
ƒ write short texts using a variety of forms
ƒ determine whether the ideas and information they have gathered are relevant and adequate for the purpose,
and gather new material
ƒ predict the meaning of and rapidly solve unfamiliar words
using different cues, including e.g. visuals
1. Read aloud
2. Pre-assessment of Rural & Urban Understandings (Graffiti)
3. Concept Attainment (Identifying Similarities and Differences VENN, Mapping)
4. Defining Rural and Urban Areas
5. Journal Response observing urban/rural environments
Whole Class J Show what you know pre-assessment
1. To begin to build understanding of rural and urban areas, read Town Mouse, Country Mouse by Jan Brett.
2. Following the read aloud, complete a brainstorming (graffiti) activity allowing students to show what they know or think they know about the city (urban areas) and the country (rural areas). Place students into groups. Provide one or more group (s) with a large strip of banner paper with the word “CITY” on it. Provide the other group (s) with a large strip of banner paper with the word “COUNTRY” on it.