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 Printable Version for your convenience!
Title - All About Groups, Community, pt. 4 of 5
By - Becky Matson
Primary Subject - Social Studies
Secondary Subjects - Multidisciplinary
Grade Level - 2
Unit Contents:
Lesson Four: Other Kinds of Groups
Objectives:
Upon successful completion of this lesson, students will be able to:
- Identify different kinds of groups
- Compare and contrast the characteristics and rules of the different groups they are in
- Create a map of their neighborhood
- Listen to speaker during small group and class discussions
- Use quiet, inside voices during small group discussions
- Encourage participation by all
Procedures:
Brainstorm a list of what other groups there are besides families and schools. (Bands, sports teams, boy scouts of girl scouts, etc.) (MI: verbal)
Make a graph of what groups students in class are in. (MI: logical and visual)
- Choose about 5 groups that represent groups that students in class participate in, such as families, sports teams (possibly specify), or bands.
- Have students, as a class, decide on symbol to use and then make one for each group they participate in. Then paste or tape onto chart to form a bar graph.
Divide into small groups according to being involved in similar groups. I.e. a small group of students involved in a band, a group involved in sports, a group in Sunday School, etc. (MI: verbal and interpersonal)
- In groups assign roles: leader, recorder, reporter, and encourager.
1. Leader: asks questions from sheet that teacher gives to group
2. Recorder: records groups answers and comments
3. Reporter: shares with class the group's answers
4. Encourager: makes sure that everyone in group participates
- Before students move into groups, pre-teach objectives for cooperative learning groups: listening to speaker, using quiet voices, and encouraging participation by all. Give examples of and practice each of these before sending to do group work.
- Discuss the questions on the sheet and each person should initial by the answers they contribute.
- Then share rules and roles that are associated with each group. Teacher makes a list on front board.
1. What do the groups have in common?
2. What is different?
Come back to large group for discussion and map making. (MI: verbal, interpersonal, and visual)
- Ask students: when you are at home, what groups are you in? (Families, apartments, and neighborhoods) Prompt students to answer neighborhood.
- Ask: what is a neighborhood? Who is in a neighborhood?
- Introduce map drawing. Tell students to start by marking their house on their street. Then fill in with other houses or buildings that are in their neighborhood. Pass out paper.
- After you are done drawing, share with another one of two people who are also done drawing.
Assessment:
Observation, discussion, group activity, and map will help the teacher assess whether the lesson was successful and objectives were met. For assessing map made by students, check against an actual map of the area.
Worksheet:
Groups We Are Involved In
Directions: Each group member has an assigned role. (See titles and descriptions below.) Answer the question below. Make sure that each group member contributes answers. Place the first letter of the first name of the person who contributed the answer next to their answer. Use complete sentences to answer questions.
1. Leader: asks questions from sheet that teacher gives to group _____________________________
2. Recorder: records groups' answers and comments _____________________________
3. Reporter: shares with class the group's answers _____________________________
4. Encourager: makes sure that everyone in group participates
_____________________________
We are discussing the group: ________________________.
Why do people join that group?
______________________________________________________
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What roles do people have in that group?
______________________________________________________
______________________________________________________
______________________________________________________
Some rules in that group are:
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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______________________________________________________
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