This book focuses on a young girl who lives in an urban space and wants something more in her community. This book will introduce the idea of an urban areas for students. With this book I will have students draw the urban communities near them and explain the reason why that area is urban. 

This book focuses on the two mouse couples that live in different communities (country and Town). The mice will experience each other lives. After reading the book we can look at the characteristic of urban and rural communities. Students can list the characteristics of each community observed in the book in a venn diagram and, explain differences and similarities. 

This video focuses on the three areas urban, suburban, and rural areas. This video gives a detail break down of each area and the characteristics that each area includes.  With this video, I would have students create a foldable with a drawing of each of the three area and they have to list four main characteristics of each area. 

This is a map of Columbia, South Carolina which is the current local area.  I would have students point out the areas that they think is urban, suburban, and rural on the map. I would then have students research the areas that they selected and use pictures of the area to find out if their answer is correct.

Flocabulary is a library of songs, video, and activities for K-12 students. Students are able to review a mini lesson on urban, suburban, and rural areas.  Students will be able to create their own song/rap music to recall the vocabulary words and characteristic of urban, suburban, and rural areas in an engaging way. The raps can be done as whole group, small, or individuals depending on the technology provided by the school (Disciplinary Literacy)

The video gives a short description of the symbols, map key, and compass rose that would be seen on a map display. Students are able to see a visual of what each component of a map looks like. The teacher can split students into three groups and each group will have to create symbols, a map key, or compass rose for the school that they attend. Students must include their class, the cafeteria, and main office. The activity will get them acclimated to using maps

This worksheet will help and guide students with reading a map. Students will study the map of the park. The students will have to use color-coding and the guided questions to help them create the correct map. To extend this activity students will have to create their own map key of a nearby park.   

The IXL provides students the opportunity to allow students to use that they previously learned. Students are able to use their critical-thinking skill and background knowledge to help them identify the different community areas (urban, suburban and, rural) through the given pictures. As a class, we will go through the pictured questions and the teacher will have the students provide information to back-up the selected answer of the community.  

The class will review how people and how some of the actions people take affect the land. One of the main points of the water pollution activity guides the students writing and pre-writing activities. Students will have to use research to understand water pollution problems and write ways they can avoid water pollution. The idea will be an ongoing project with a build up from different previous activities.  

Students will be able to explore the counties of South Carolina. Students will be able to learn about each county's history, famous people, and cities & towns. Students will be given a specific county to research. In pairs, the students will need to come up with a presentation about the county and the community inside of the county.  

The class will review the characteristics of the local region and natural resources. Throughout the lesson students will use the worksheets for characteristics of the local region and natural resources. The teacher will have the students compare/contrast the local region and resources to another region by characteristics and natural resources.   

After discussing the community and neighborhoods in which they live, the students will write about their neighborhoods. The teacher will remind the students to write about both people and places and include a special landmark that will make their writing accurate and true to life. The writing will be assessed using an assessment rubric.

Me On The Map 🤬 Book Freebie can be used when teaching students about map skills and geography. Students will cut out the pages, staple at the top and illustrate each page. This 🤬 book will demonstrate to the students their place in the world as they illustrate. For an example “Here is my house.” is on part of the 🤬-book and students will illustrate their house. After they are done students will do peer-to-peer sharing to share their 🤬-book.   

Students will explore the local geographical and natural resources through the virtual field trip. Students will be paired into groups to create a chart to list the geographical and natural resources through the virtual field trips. After the charts are created, we will have a whole class discussion.  

The video goes in detail about communities and how they are arranged. Students will write about what they see in the neighborhood near the local neighborhood. The children will then list on chart paper the places that they could show on a map of their local neighborhood. 

The teacher will discuss the Natural Resources. The teacher will guide the students with the creation of an anchor chart. The chart should consist of non-renewable and renewable activities. After the chart is completed, the students will be given a non-renewable and renewable resource to create a mini 🤬-book on. The students will share their 🤬-book in small peer groups.  

Student can learn about the people and places that make up their community and what it means to be a part of one. Students will learn about the children in the book and see the different labels, including the gas station, retirement home, school, police station and etc. This book will be a great way to introduce the topic of communities. We will have a class discussion about communities and communities differ from each other.  

While the BrainPOP video is going on students will use the notebook page to write down notes on the rural, suburban, and urban areas. Students will write a letter to Mobi describing what their neighborhood looks like (rural, suburban, or urban) and how they know (including the characteristics).  

The South Carolina State Museum have four floors of exhibits on South Carolina history, natural history, art and science. The students will attend the museum after discussing the natural, geographical, and local regional area. Bring my students to the museum will allow them to further discuss the local regional area and the characteristics. Students will have to come back with one thing new that they’ve learned and share it with the class.

Students will be able to view the natural resources of the local region at Barrier Island. Students will be able to further learn about the Island and how humane decisions can affect the environment. Scientific Process and Inquiry Skills are promoted throughout the field trip as students learn about environmental and geological factors that influence the different animals. Students will draw a picture of Barrier Island and inside of the drawing students will list down what they learned and ideas that they are still interested in.