The goal of the unit is for students to recognize that they are part of different communities and that there are many types of communities in the world. The students use their senses to make more careful observations around their community. They gain sensitivity to the differences among people and among living situations around the world. The class chooses a service project related to homelessness
How do we use our senses to recognize similarities and differences between communities and people?
The learner will:
- compare his or her own home to those of others throughout the world.
- define shelter as a need rather than a want.
- create a cutout of a home and label with words about the value of home.
- write (or dictate) about the value of having a home in a community.
- define community as a group of people living in the same area and under the same government; or a group having common interests and likes.
- define philanthropy as the giving of one’s time, talent and/or treasure for the sake of another or for the common good.
- brainstorm acts of philanthropy related to homelessness.
- use his/her senses to observe the world.
- sort and describe picture cards by senses.
- analyze how many senses we use simultaneously.
- define common good and give examples in the local neighborhood.
- define community and recognize the school is a community.
- observe a variety of fruits with the senses.
- compare a fruit salad to a community.
- discuss differences and similarities in people.
- share a friendship fruit salad.
- demonstrate sharing with one other person.
Students choose a service project to carry out related to homelessness.
The students raise others’ awareness of the sense of community. Students invite another class to observe what they have done related to the homeless issue. Plus, students share a snack with the guests and let them know they are connected by a sense of community and trust.
Lesson One: Houses and Communities: Assess student dictation or writing project on Day Two using the provided rubric on Lesson One, Attachment One: Assessment Rubric.
Lesson Two: Using My Senses in My Community: Assess student writing about the neighborhood, giving a point for each sense described as well as a point for using a complete sentence.
"Copy-and-Paste" Class/School Newsletter Information Insert: Our class is beginning a unit entitled "A Sense of Community" in which we explore the concept of community along with the science skill of observation through the five senses. Our students will gain sensitivity to the rich diversity of communities in the world as well as the rich diversity within our community.
Interactive Parent/Student Homework:
- Put one copy of a book from the Lesson Three: Bibliographical Resources in a canvas bag with a blank journal. You may make several of these book bags. Send a book bag home with each student in turn with the instructions to read the book with a family member and respond to it in the journal. Offer some suggested responses such as draw a picture of your family or tell how our community is better because of diversity. The families will be able to read the comments of the students and families who took the book bag home before them.
- In Lesson Two, families are asked to bring a favorite fruit to school for a friendship fruit salad.
The teacher will need to sensitive to the fact that they may have student n the class who are experiencing or have experienced homelessness.
See individual lessons for benchmark detail.
Lessons Developed By:
Godwin Heights Schools
North Godwin Elementary School
161 34th St, SW
Wyoming, MI 49548
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