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
CCSS Standards for this Unit
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Within this unit on communities, students will develop a general understanding of a community as a group of living things (insects, animals, and humans) that depend
on the members of the community for food, shelter, and safety. Students will read about and compare ant and bee communities. Advancing to animal communities, students
will compare prairie dog communities as they are represented in literature and in informational text. Magic Tree House paired texts provide an opportunity to read an
extended text and to analyze the important of research when writing literary text. Finally, students will explore human communities – their own and those of fictional
characters before learning the characteristics of communities developed by people. Students will engage in close reading and rereading of complex text to engage in
collaborative discussion of text-dependent questions.
Students will acquire and apply academic vocabulary in their speaking and writing. In addition, they will learn content –specific collective nouns such as colony
(of ants), pod (of dolphins), etc.
Students will engage in routine narrative, informative, and opinion writing throughout the unit. Through shared, guided, and independent writing, students will
learn to construct a paragraph with key details about a topic. Students will ultimately apply their writing skills to the creation of a page for a class ABC fact book
Since this unit feature science (insects and animals) and social studies (human communities) concepts, teachers have the flexibility to make connections to related
science or social studies units.
Me on the Map by Joan Sweeney
The Life and Times of the Ant by Charles Micucci
Honeybees by Deborah Heiligman
A Colony of Prairie Dogs by Richard and Louise Spilsbury
Magic Tree House Fact Tracker: Dolphins and Sharks by Mary Pope Osborne and Natalie Pope Boyce
What is a Community? A to Z by Bobbie Kalman
Eyewitness Books: City
A Life Like Mine, How Children Live Around the World
Life in a Farming Community
Wheels at Work: In the Country
Community Helpers: Famers
A City by Valerie Bodden
Children of the World: How We Live, Learn and Play in Poems, Drawings and Photographs by Anthony Aseal and Stephanie Rabemiafara
Exploding Ants: Amazing Facts About How Animals Adapt by Joanne Settel
The Ant's Nest: A Huge, Underground City by Miriam Aronin
In the Woods: Who's Been Here? by Lindsay Barrett George
Around the Pond: Who's Been Here? by Lindsay Barrett George
Near One Cattail by Anthony Fredericks
Meerkats by Robyn Weaver
Amazing Animals: Meerkats
On the Town by Judith Casely
The Ants Go Marching edited by Ann Owen
The Great Fuzz Frenzy by Janet Stevens
Magic Tree House: Dolphins at Daybreak by Mary Pope Osborne
Dear Mr. Rosenwald by Carol Boston Weatherford
Grandpa's Teeth by Rod Clement
Town Mouse and Country Mouse by Jan Brett
Paulie Patrami Achieves World Peace by James Proimos
Bless This Mouse by Lois Lowry (novel)
Just Critter Who Cares by Mercer Mayer
Old Henry by Joan Blos
If America Were a Village: A Book about the People of the United States by David Smith
*Bolded texts are used in unit lessons and lesson seeds.
Students will read informational text to build an understanding of the concept of communities. Through realistic fiction, students will deepen their understanding of
how individuals contribute to the effectiveness of the community. They will build a word bank that of words gathered from learning experiences. Students participate in a
wide range of writing that will incorporate an informational piece on communities that will be published digitally in a class presentation and possibly online.
Pre Assessment: Students will create a shared KWL chart about Communities.
Formative: Observation records are kept on skills taught on a daily bases including reading records. Monitor student writing to determine if there is an understanding
of a concept.
Summative: With guidance and support from adults, students will answer the question, What makes a community?" in writing, by recalling information from texts read.
Students will research animal communities and create an ABC Fact book.