Creative

Communities
Big Idea: Communities
Sarah Pinnell

Summary
This lesson plan is designed to teach students what it means to be
a part of a community. Students will start by learning about
communities and more specifically, what makes a community. They
will talk about what and who are involved in a community and why
this is important. Students will then work in groups of four to create
their own three-dimensional model of a community using various
materials. They will come up with a name for their community and
then work together to build their community, including buildings,
roads, and more as needed. When they are finished, they will
reflect on what they have learned and created and will get an
opportunity to share their communities with the class.

Key Concepts
1. Visual Art
2. Literacy
3. Social Studies

Essential Questions
What is a community?
What are some examples of communities?
How can you be involved in your community?

Lesson Objectives
Visual Art: The students will be able to create a
three-dimensional representation of a
community.
Literacy: The students will be able to write about
communities and reflect on what they have
learned.
Social Studies: The students will be able to
identify and describe communities and develop
ideas for how to take an active role in their own
community/communities

Grade Level
Expectations
Visual Art: Students will generate and
conceptualize artistic ideas and work.
Literacy: Students will describe the
contributions of a variety of jobs in the
community.
Social Studies: Students will demonstrate
personal characteristics of a contributing
member of the school community.

Opening
Pre-assessment

What is a community?
Who or what make up a community?
Give two examples of communities.
Visual Thinking Strategy (VTS)
Scenes of the City by Ira Watkins
A Picture containing a community leader (police
officer, fire fighter, teacher, nurse, etc.)

Structure and
Procedure
Session ONE
Formative Assessment
What is a community?
Who or what make up a community?
Give two examples of communities.
VTS of Scenes of the City by Ira Watkins
VTS of a photograph involving a community leader (Police officer,
firefighter, nurse, teacher, etc.)
Discussion about communities being sure to address the questions from
the formative assessment
Students will write a paragraph using the prompt
What is a community and why are communities important?
Introduction of the project- Show examples
3-Dimensional Communities

Content Areas
Integrated
Visual Art:
Two, VTS sessions
Three-Dimensional Communities
Literacy:
Write a description of a community
Respond to the formative and summative
assessments
Social Studies:
Class Discussions
Assessments
Lesson Activities

VTS:

Scenes of the City by Ira

Watkins

What is going on in this image?

What do you see that makes you say that?
What more can we find?

VTS: A Community Leader

Photo: Columbia
Heights Police
Department

What is going on in this picture?

What do you see that makes you say that?
What more can we find?

Structure and
Procedure
Session 2
Form groups- each containing 4 students
Students will discuss
What community they will create
What they will name their community
And who and what they will include in their community

Students will gather whatever materials they will need

Students will begin constructing their communities

Structure and
Procedure
Session 3
Students will continue working on their communities
Once they are finished, each group will get a chance to
share their communities with the class
Students will be given an exit slip with the following
questions:
What community did you create and why?
How did you create your community?
Who and what did you choose to include in your community?
How can you be an active member in your community?
What is your big take-away?

Assessment Strategies
Formative Assessments

Pre-assessment
Ongoing observation
Class discussions
Descriptive writing

Summative Assessment
Exit Slip