Students identify the characteristics of a community. In this Seedfolks literature study lesson, the second in a unit, the teacher finishes reading the class Seedfolks and students answer comprehension questions and examine how...

In this environment worksheet, students read an article about population growth and development. They describe a few ways that people in their neighborhood could use less water. Students also read a short article about desal and then,...

Students locate and identify their community by using a satellite image from the Internet. Students locate and identify common land structures within their community. You may want to include structures such as roads/streets, houses and...

Students create a model of a community building that contributes to a class neighborhood layout. They explain the purpose of his or her individual role and community building, and how it fits into the class model of a neighborhood.

Young scholars be asked to think about the neighborhoods in which they live, to consider what exactly makes up a neighborhood, and the current issues their neighborhood may be facing.

In this Internet activity page for social studies, students are directed to a specific Web site and links in order to complete 30 activities pertaining to the community and its helpers.

Students engage in a lesson about the community in order to find out what different things go on within it on a daily basis. They conduct field research and look up information in order to answer some key questions addressed.

Third graders examine and describe a series of primary sources (mostly photographs) to observe and analyze changes over time. The focus is on the local community. The local community might be a city, township, county or surrounding area.

Delve into your community's history. Who is the guy that a bridge or street is named after in your town? Why was he or she important? This project encourages students to get to know the history of the community better.