Urban Communities

Ages 5–7 · 11 minutes

Explore urban communities in this lesson

There are three types of communities. This lesson focuses on urban communities and some of the characteristics associated with urban life.

Part of

Types of Communities

Standards alignment

Common Core State Standards

D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.7.K-2 — Individually and with others, students… Explain why and how people, goods, and ideas move from place to place.
D2.Geo.8.K-2 — Individually and with others, students… Compare how people in different types of communities use local and distant environments to meet their daily needs.

Alabama

SS10.2.10 — Identify ways people throughout the country are affected by their human and physical environments.
SS10.K.3 — Describe how rules provide order, security, and safety in the home, school, and community.
SS10.1.7 — Describe how occupational and recreational opportunities in the local community and state are affected by the physical environment. (Alabama)

Alaska

1 — know that places have distinctive geographic characteristics;
3 — interpret population characteristics and distributions;
SL.K.4 — Describe familiar people, places, things, and events, and with prompting and support, provide additional related details.
1 — know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links;

Arizona

1.G3.1 — Explain why and how people, goods, and ideas move from place to place. • Key concepts include but are not limited to transportation, immigration, education, technology, and natural resources
1.G1.1 — Use, explore and construct maps, graphs and other geographical representations to support content focus. • Key concepts include but are not limited to physical features (rivers, lakes, mountains, landforms, desert) and human features (dams, cities, parks, hospitals, schools, railroad tracks, farms, factories, houses)
1.G2.1 — Compare how human activities affect culture and the environment now and in the past. • Such as agriculture, industrialization, urbanization, and human migration Arizona History and Social Science Standards modified 8/23/19 Page 16 Examining human population and movement helps individuals understand past, present, and future conditions on Earth’s surface.

Arkansas

G.1.1.2 — Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
G.1.1.8 — Discuss reasons and methods people, goods, and ideas move from place to place.

California

1.2.4 — Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.
2 — Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.
2.2.4 — Compare and contrast basic land use in urban, suburban, and rural environments in California.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Colorado

SS.1.2.2 — Describe the characteristics of a community and how they are influenced by the environment.
SS.K.2.2 — Identify how the environment influences the way people live.
RWC20-GR.K-S.1-GLE.2-EO.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Connecticut

GEO 1.2 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
CIV 1.8 — Identify and explain how rules function in public.
GEO.K.2 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.

Delaware

G.3.K-3a — Students will identify types of human settlement, connections between settlements, and the types of activities found in each. Grade 3
H.4.K-3b — Students will develop an awareness of major events and people in United States and Delaware history. • Who lives here and how did they get here? (immigrants, demographics, ethnic and religious groups) • Important people in our past • Different kinds of communities in Delaware and the United States
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Florida

SS.1.G.1.6 — Describe how location, weather, and physical environment affect the way people live in our community.
SS.1.CG.1.1 — Explain the purpose of rules and laws in the home, school and community.
SS.K.G.2.1 — Locate and describe places in the school and community.

Georgia

SSKCG1.b — Explain why rules should be followed.

Hawaii

SS.K.3.15.4 — Describe how and why people move from place to place
SS.1.2.14.3 — Investigate cultural and environmental characteristics of your community
SS.K.1.8.1 — Compare rules that apply in different settings and evaluate the consequences of following or not following rules
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Idaho

3.SS.2.3.3 — Compare and contrast city/suburb/town and urban/rural.
K.SS.4.1.1 — Name some rules and the reasons for them.
1.SS.2.2.1 — Describe ways people adjust to their environment.

Illinois

SS.K.G.2 — With guidance and support, explain how people and goods move from place to place.
SS.1.G.3 — Compare how people in different types of communities use local and world-wide environments to meet their daily needs.
SS.2.G.2 — With guidance and support, identify some cultural and environmental characteristics of your community and compare to other places or regions.
SS.1.CV.2 — Identify reasons for rules and explain how rules establish responsibilities and roles, and their effect on one's own and other groups and communities.

Indiana

1.G.4 — Identify and describe physical features and human features of the local community, including home, school, and neighborhood.
K.G.5 — Identify and compare similarities and differences in families, classmates, neighbors and neighborhoods, and ethnic and cultural groups.
1.C.2 — Define and give examples of rules and laws in the school and the community, and explain the benefits of these rules and laws.

Iowa

SS.K.15. — Explain why and how people move from place to place.
Analyze Human Population Movement and Patterns

Kansas

Benchmark 5.1 — The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
RI.1.12.c — Identify real-life connections between words and their uses.
Benchmark 3.1 — The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups.
RI.2.12.a — Identify real-life connections between words and their use.

Kentucky

1.G.KGE.1 — Compare the physical and human characteristics of communities in Kentucky.
K.C.PR.1 — Identify examples of rules that apply in the school and community, and explain why they exist.
K.G.MM.1 — Identify why and how people and goods move to and within communities.

Louisiana

K.21 — Identify rural, suburban, and urban areas.
1.7 — Compare the lives of Louisianans today in urban, suburban, and rural parishes.
1.31 — Explain how and why people and goods move from place to place.

Maine

L.5.1.c — Identify real-life connections between words and their use (e.g., note places at home that are cozy).
SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
L.5.K.c — Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Maryland

explaining how transportation is used to move people from place to place.
identifying means of transportation available both in their community and beyond.
identifying communities that are unique and common to students.

Massachusetts

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
K.T1.1 — Understand and follow rules, limits, and expectations with minimal prompting and assistance; with prompting and support, ask and answer questions about the reasons for rules
SL.K.2 — Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
1.T2.5 — Demonstrate understanding that people from different parts of the world can have different ways of living, customs, and languages.

Michigan

2–G4.0.2 — Describe the means people create for moving people, goods, and ideas within the local community.
2–G2.0.1 — Compare the physical and human characteristics of the local community with those of another community.
2–G4.0.1 — Describe land use in the community.
1–G2.0.1 — Distinguish between physical and human characteristics of places.

Minnesota

0.3.2.3.1 — Identify the physical and human characteristics of places, including real and imagined places. For example: Physical characteristics—landforms (Rocky Mountains, Mount Everest), ecosystems (forest), bodies of water (Hudson Bay, Indian Ocean, Amazon River), soil, vegetation, weather and climate. Human characteristics—structures (Great Wall of China, Eiffel Tower), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
2.3.1.1.4 — Use maps, photos, or other geographic tools to answer basic questions about where people are located. For example: Where are we? What is this location like? What are the characteristics of this location? How has this place been affected by the movement of people, goods and ideas? How do people modify the environment to fit their needs? How do people organize locations into regions? How is this place similar to or different from other places?
3. — Places have physical characteristics (such as climate, topography and vegetation) and human characteristics (such as culture, population, political and economic systems).

Mississippi

2.G.1.3 — Define urban, suburban, and rural.
1.G.2.3 — Describe how location impacts daily life for residents in various communities (e.g., shelter, clothing, food, activities, etc.).
K.G.1.4 — Examine routes and modes of transportation between home and school.

Missouri

1.EG.5.C.b — Describe human characteristics of your community
2.EG.5.E.a — Describe different types of communication and transportation and identify their advantages and disadvantages.

Montana

SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SS.G.1.1 — identify and describe human and physical local landmarks; and
SS.G.2.2 — describe how geography and human activities impact each other.
SS.G.K — The geography content standard for kindergarten is that each student will use maps, and other representations, to describe place characteristics.
L.1.5.c — Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Nebraska

SS 2.3.4 — Describe different groups of people and the different settings where they live.
SS 2.3.2.a — Identify and differentiate between physical and human features of neighborhoods and communities.
SS 2.3.2.b — Describe local places and regions.

Nevada

SS.K.18. — Explain why and how people move from place to place within the community.
SS.1.19 — Use simple geographic models to describe environmental and physical characteristics of the community.
SS.1.20 — Describe how the environment impacts how we live and the work we do.

New Hampshire

SS.GE.2.2.1 — Explore the physical and human characteristics of place, e.g., roads, schools or mountains. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)
SS.GE.2.4.1 — Explore the distribution of a population, e.g., city or farm. (Themes: C: People, Places and Environment)
SS.GE.2.2.2 — Recognize that areas of the Earth's surface share unifying geographic characteristics, e.g., towns, deserts or woodlands. (Themes: C: People, Places and Environment)
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

New Jersey

6.1.2.Geo.HE.2 — Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
6.1.2.GeoPP.1 — Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).
6.1.5.GeoPP.4 — Investigate the different physical and human characteristics of urban, suburban and rural communities and identify the factors that might attract individuals to that space.
6.1.2.CivicsPR.2 — Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

New Mexico

K.21 — Explain why and how people move from place to place within a community.
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
1.19 — Explain how human-made structures are all examples of how people modify the physical environment to meet needs and wants.

New York

2.1 — A community is a population of various individuals in a common location. It can be characterized as urban, suburban, or rural. Population density and use of the land are some characteristics that define and distinguish types of communities.
2.1a — An urban community, or city, is characterized by dense population and land occupied primarily by buildings and structures that are used for residential and business purposes.
2.1d — Activities available for people living in urban, suburban, and rural communities are different. The type of community a person grows up in will affect a person’s development and identity.
2.5c — Humans modify the environment of their communities through housing, transportation systems, schools, marketplaces, and recreation areas.
K.5a — Children and adults must follow rules within the home, school, and community to provide for a safe and orderly environment.

North Carolina

1.G.1 — Apply geographic representations, tools, and terms to describe surroundings.
K.C&G.1.1 — Explain why people follow rules in the classroom, school, and community.
2.G.1 — Understand how interaction between humans and the physical environment is impacted by movement and settlement.
K.C&G.1.2 — Exemplify ways people follow rules in the classroom, school, and community.

North Dakota

1.R.3.a — Identify the topic of an informational text, photograph, or illustration during or after a shared reading or other text-listening experiences.

Ohio

1.5 — Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
3.7 — Systems of transportation and communication move people, products and ideas from place to place.
L.1.5.c — Identify real-life connections between words and their use (e.g., note places at home that are cozy).
1.10 — Rules exist in different settings. The principles of fairness should guide rules and the consequences for breaking rules.

Oklahoma

1.2.4 — Compare the features of urban and rural communities.
K.2.5 — Describe what makes one’s community alike or different than other communities.
K.4.R.3 — Students will begin to acquire new vocabulary and relate new words to prior knowledge.

Oregon

K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
1.SL.2 — Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
2.11 — Use basic information on maps and other geographic tools to locate, identify and describe physical and human features of the community.
1.SL.1 — Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

Pennsylvania

7.3.3.C — Identify the human characteristics of places and regions by their settlement characteristics.
7.3.3.A — Identify the human characteristics of places and regions by their population characteristics.

Rhode Island

SS1.5.2 — Learning about other communities in the United States Analyze the similarities and differences in the characteristics of communities throughout the United States
SS1.1.3 — Physical features of the local community Explain the physical features of the local community and its available goods and services
SS1.4.3 — Rules and responsibilities Analyze the norms, rules, and responsibilities in a community and how different rules and responsibilities apply in different settings
SS1.5.1 — Learning about nearby communities Analyze the similarities and differences in the characteristics of nearby local communities

South Carolina

1.G.3 — Identify and differentiate between rural, suburban, and urban areas within South Carolina. This indicator was developed to encourage inquiry into the characteristics of urban, rural, and suburban areas within South Carolina.
1.H.1 — Identify similarities and differences between one's community and other South Carolina communities over time. This indicator was developed to encourage inquiry into the defining characteristics of a students' own community. Further, inquiry should include the finding of similarities and differences among communities throughout South Carolina to build comparison skills for historical inquiry.
K.G.2 — Utilize sources of geographic information (e.g., digital sources, maps, or photographs/images) to define and identify cultural and/or natural features.This indicator was developed to encourage inquiry into natural features, such as mountains, oceans, and rivers and cultural features, such as buildings, restaurants, roads, and stores.
K.CG.2 — Explain the purpose of rules and laws, and discuss consequences of breaking them.This indicator was developed to encourage inquiry into identifying rules and laws in the classroom, home, and the community and how these rules are necessary for safety.

South Dakota

2.G.3.1 — Compare the physical and man-made characteristics of the local community with those of another community
1.G.6.1 — Describe ways in which people modify and adapt to the environment

Tennessee

K.01 — Describe familiar people, places, things, and events within a student’s home, school, and community.
2.18 — Analyze how the location of regions affects the way people live, including their: food, clothing, shelter, transportation, and recreation.
K.04 — Identify and explain how basic human needs of food, clothing, shelter, and transportation are met.
SSP.06 — Develop geographic awareness by: • Identifying geographic symbols on maps and globes • Understanding relationships between people, places, and resources

Texas

1.5B — identify and describe how geographic location influences the human characteristics of place such as shelter, clothing, food, and activities.
1.10A — explain the purpose for rules and laws in the home, school, and community; and
K.4B — identify how geographic location influences human characteristics of place such as shelter, clothing, food, and activities.

Utah

1.2.2.f — Practice and demonstrate safety in the neighborhood (e.g., crossing streets, avoiding neighborhooddangers).
1.1 — Standard 1: Students will recognize and describe how schools and neighborhoods are both similar and different.

Vermont

D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
D2.Geo.7.K-2 — Individually and with others, students… Explain why and how people, goods, and ideas move from place to place.
D2.Geo.8.K-2 — Individually and with others, students… Compare how people in different types of communities use local and distant environments to meet their daily needs.

Virginia

Skill.K.e — The student will apply history and social science skills to the content by identifying similarities and differences to explain content.
Skill.K.i — The student will apply history and social science skills to the content by using content vocabulary to demonstrate comprehension.
Skill.K.b — The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features.

Washington

G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.
G1.2.3 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
G3.2.1 — Explain how and why people, goods, and ideas move from place to place.
G3.2.2 — Compare how people in different types of communities use local and distant environments to meet their daily needs.

Washington, D.C.

1.1 — Explain what constitutes a community and describe characteristics of different local and global communities.
1.23 — Describe how location, weather and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation and recreation.
K.21 — Identify geographic characteristics of the local community (e.g., climate, population, landforms, vegetation, culture, industry), and explain how these characteristics shape our interactions with our environment and communities.

West Virginia

SS.K.12 — Explore similarities and differences of life in the city (urban) and the country (rural).

Wisconsin

SS.Geog2.a.K-1 — Analyze where and why people live in certain places. Classify the local community as rural, suburban, urban, or tribal.
SS.Geog2.d.1 — Identify and explain differences between rural and urban areas.
SS.Geog1.b.1-2 — Identify physical and human characteristics of a place using maps, graphs, photographs, and other representations.
SS.Geog3.b.2 — Compare and contrast the different modes of transportation and communication used by families in work and daily lives.
SS.Geog4.a.2 — Categorize characteristics of the local community (e.g., weather and climate, population, landforms, vegetation, culture, industry). Describe how certain places have meanings that distinguish them from other places. (e.g., shopping mall, park, places of worship).

Wyoming

SS2.5.2 — Physical Place and Region Identify, describe, and use local physical and human characteristics to discuss the similarities and differences between parts of the community (e.g., neighborhoods, schools, towns, and reservation communities). RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1, W.2.7 SL.K.4, SL.1.4, SL.2.2
SS2.5.3 — Human Place and Movement Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in an area) and why others move to or from that place. RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4, SL.2.2 K-2-ETS1-1
SL.K.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.