What makes a community?
DAY 1 - PLAN 1
DAY 2 - SEED 1
DAY 3 - SEED 2
DAY 4 - SEED 3
DAY 5 - SEED 4
Day 6 - PLAN 2
DAY 7 - SEED 5
DAY 8 - SEED 6
DAY 9 - SEED 7
DAY 10 - SEED 8
DAY 11–15 - PLAN 3
DAY 16–17 - PLAN 4
DAY 18- SEED 9
DAY 19–20 - SEED 10
DAY 21 - SEED 11
DAY 22 - SEED 12
DAY 23 - SEED 13
DAY 24 - SEED 14
DAY 25 - SEED 15
DAY 26–30 - PLAN 5
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons
from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment
will inform a teachers instructional pacing and delivery.
Essential Question: What is s community?
Focus Question: Are there animal communities?
Digital and print resources about community animals (Emperor penguins, meerkats, or gorillas are suggested.)
Remind students that animals live in communities for several reasons: for protection from enemies, to find and share food, to care for the young, to
build and share shelter. Choose an animal to research and read information from at least two sources. (Sample sources are listed above.) Use the
table of contents (in books) or headings (on web pages) to find answers to questions about community activities. Maintain a focus on the community
life of the chosen animal. Focus questions might include any or all of the following:
Take notes and engage students in a shared writing focused on the community life of the chosen animal resulting in a cohesive informational
paragraph. Model writing using notes to write one or two sentences. Think aloud to craft an inviting opening. Have partners discuss a sentence that
would follow logically using information from the notes. Have students work individually or with a partner to draft remaining sentences.
Bring students together for peer review to ensure topic focus (community life) and logical organization. Teach students how to write a good
ending. Model editing for conventions.
Extension: Allow individual students, partners, or groups to research a different community animal to write an informational paragraph.
Other animals that live in groups/communities include chimpanzees, elephants, wolves, and lions.
Reading: Informational Text