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Our Surroundings
Students will describe responsibilities they have in their environment.



Primary Learning Outcomes
What is my environment? What are some things in my environment?

Additional Learning Outcomes


Assessed QCC Standards:

Grade: 1
Guidance
C. Career Planning
10
Topic: Awareness of the interrelationship of life roles.
Standard: Describe the various roles an individual may have (e.g., , friend, student, worker, family member). Describe work-related activities in the home, community, and school. Describe how family members depend on one another, work together, and share responsibilities. Describe how work roles complement family roles.


Procedures/Activities


Step:  1 Duration: 5 min.
Begin the discussion by defining for the children what environment means. Tell them that the environment is what surrounds us—the building (skyscrapers, ranch house, trailer, etc.), the type of town (huge or small), and so on. Also the condition of our surroundings is part of the environment—happy or sad, lavish or simple, etc.

Step:  2 Duration: 5 min.
From a discussion of specifics about their own environment, have them name some examples of characteristics of their environment. This may vary widely as they get into descriptions of their homes and/or other settings outside of school.

Step:  3 Duration: 15 min.
Ask students to draw a picture of their home environment.




Materials and Equipment
Pictures of different types of buildings and neighborhoods


Standards (Local and/or National)

Total Duration
30 min.

Technology Connection



Assessment
Students will be assessed on their participation in the activity.
Extension
Have students compare and contrast their home environment with their school environment using a Venn Diagram.
Remediation
Have students explain their pictures, detailing what their home environment is like.
Accommodation
For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification
For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.