Lesson 5: People in Our Community – Groups
Access all Unit & Lesson Plans with Plus Plan.Sign up today
A 60 minute lesson in which students will examine the different groups people belong to, why these groups are important and how these groups celebrate.
This lesson plan includes the following resources:
Ask the students to bring in photographs, articles, books, music or other artefacts that demonstrate the different groups in the community they belong to e.g. family, sport, religious, school, friendship, hobbies.
- Ask confident students to share the artefacts they have brought to school. Ask questions to encourage discussion about the group each artefact represents, such as:
- Why is this artefact important to you?
- Is it important to anyone else? Why?
- Can you think of a group of people that might use or like this artefact?
- Display and discuss slides 19-20 of the People Live in Places PowerPoint. Allow the students to discuss with a partner the different groups that they belong to.
- Encourage each pair to share the groups they belong to with the class and record these on the board. Create a tally of the different groups in order to represent the information visually.
- Display slide 21 and discuss the independent activity. Encourage the students to share their experiences of different celebrations with the rest of the class.
- Allow the students to complete the task using a blank piece of paper or an appropriate workbook. Monitor and support the students as required.
- Once the students have finished, encourage them to share their work with the class.
- As a class, discuss the feelings and emotions that might be experienced by someone who has no connection to a group. Challenge the students to think about how they can be more inclusive of others in the groups they belong to.
- Encourage more capable students to write a summary of the group tally data.
- Allow students with lower literacy levels to complete the drawing section of the independent task only.
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.