Lesson Plan:

Different Communities

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September 21, 2015
by Yolanda Swain

Learning Objectives

Students will be able to compare rural, urban, and suburban communities.


Introduction (5 minutes)

  • Read aloud "What Do You See?" by Christopher Erickson: In a city you'll find tall buildings and buses. People are rushing. Everyone fusses. Around the cities people live and play. They travel by train to work every day. At night on a farm, you can see many stars. And across the hills, the lights of passing cars.
  • Tell students that today they're going to learn about different communities.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Explain to your students that urban means a city community, often with tall buildings and homes close together.
  • Remind your students that rural means a community with open land and sometimes farms.
  • Define suburban as a community located near a city, often more family-oriented.
  • Display a photograph of an urban, rural, and suburban community, and ask your students to identify which is which.
  • Discuss the similarities and differences of each community. Potential discussion questions include: How do the people in this community get around? Do they drive, walk, or take public transportation?

Guided Practice/Interactive Modeling (5 minutes)

  • Show the video Different Communities.
  • Draw a 3-column chart on chart tablet paper labeled Urban, Rural, and Suburban.
  • Have students help complete the chart by describing what they noticed in the video about each type of community.
  • Record each student's response on the chart.
  • Then, have students place the photographs or illustrations that were used earlier into the appropriate column.

Independent Working Time (10 minutes)

  • Give each student a copy of the Urban and Rural worksheet.
  • Read the directions.
  • Have students look at the pictures of urban and rural life. Direct them to write sentences to describe how they're similar and how they're different.



  • Enrichment: Instruct your students to write a short paragraph about what they could do in each community.
  • Support: Have your students draw pictures that reflect an urban, a rural, and a suburban area.


Assessment (5 minutes)

  • Give each student an index card.
  • Have students write about what type of community their home is in and explain how they know.

Review and Closing (10 minutes)

  • Divide your students into three groups: people who live in an urban community, a rural community, and a suburban community.
  • Have each group take turns telling about the place they live.

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