Greater+Community

 =Lesson 5: Protective Organizations within a Community =


 * Topic: Humanities- Protective Organizations **


 * Key Question**: ** Who makes us feel safe in our community? **


 * Duration:** ** 90 min. **

-Brainstorm and list organizations that protect us -Discuss ideas -Do micro-research -Write a brief summary -Make a miniature community
 * Learning Purposes:**

Students develop their awareness of spatial concepts and use terms that demonstrate an understanding of absolute and relative locations Students learn to identify and name physical features and distinguish them on the basis of variables, including size (scale/height/distribution) and colour. Through observation, they investigate and describe elements of the natural and built environments in their local area
 * VELS references- Humanities Level 2:**

-Brainstorm/List/Brief Summary: paper, pencils, erasers -Micro-Research: Books, computers, own experiences -Miniature Community: construction paper, cardboard boxes (eg. tissue boxes), toilet paper tubes, markers, crayons, tissue paper
 * Materials/Resources:**

What would happen if you hurt yourself and your parents weren't around? Who would make you better? What would happen if something caught on fire and it spread? Who makes us feel safe in the community? Make sure students are focused not on family/teachers- guide them to organizations like fire brigade, police station etc. (the greater community). Brainstorm with the class. Make a list.
 * Tune In:**
 * //Whole Class focus; Open discussion//**

Have you ever had contact with any of these organizations? How have they made you feel? Do you trust them? Why? What makes you trust them? How can they be identified in the community? Unpack their ideas of these organizations.
 * Explore:**
 * //Give guiding questions//**

Divide students into groups. Give each group an organization to study further. Can use the classroom library (teacher should already have a selection of material to save time leaving the classroom), the internet. Have each group gather information about their organization. Have them write a brief summary. Roving conferences, check spelling/grammar.
 * Look:**

Bring groups together and ask how we could explain the function of these organizations. Are they connected? How? Do they need each other? Why? Give them time to add to their summaries if need be.
 * Sort:**

Could we live without one of these organizations in the community? Did we discover new information? What features are necessary for each organization?
 * Test**:
 * //Whole Class focus; Open discussion//**

Class makes a complete neighborhood, with brief summaries attached to corresponding organization. Split groups into pairs so that each pair is making a piece of the community/neighborhood, also incorporating knowledge from previous lessons: family houses (residential), schools, parks, swimming pools as well as a fire station, a police station etc.
 * Act:**

Using cardboard boxes, toilet rolls, markers, glue, tape, crayons, and tissue paper, each group makes their area or their piece of the community. When finished, students must decide where their area should go; how it fits in with the other areas.

In the corner of the classroom, students will set up a miniature community, complete with summaries for the Protective Organizations.

Each pair can stand near their area and report to the class the way in which it fits in with the rest of the community and why they chose to put it there.
 * Reflect:**