Places in My Community
BUILD Humanities · Autumn 1 · Week 3 · 40 minutes
Today at a Glance
◆ Supported
Use the map card. Point to one place. Stick on or say its label.
▲ Standard
Label four places on the map. Say what each place is for.
★ Stretch
Label six places. Annotate two of them with who you see there and why the place matters.
Teacher Print Tools — Week 3
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Arrival Task – What we already know about places
Last week we met the people who help us. This week we look at the places they work in.
A place has a name. A place has a use. The shop is for buying things. The park is for playing.
A map is a drawing of a place from above. It shows where things are.
You can point to a place on the map card. You do not have to say where you go.
Some places are for everyone. The library is for everyone. The bus stop is for everyone.
Two people can pick the same place. Their reasons can be different. Both are right.
Arrival decision: Pick the map card, or pick a place you know about. Both are full answers. You can change your mind later. Nobody will ask which one you picked.
Before we start, look at the map card on your table. It shows a made-up town. There is a school, a shop, a park, a clinic, a library, a bus stop, a post box and a fire station. Everyone in this room can work with this map from start to end.
Find one place on the map now. Put your finger on it. Say its name, or point to the label. That is all you need to do to begin.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Starter: Why is a map with no labels no use?
Here are two maps of the same town.
Map A: six boxes and a road. No words.
Map B: the same six boxes. Each one has a label: school, shop, park, clinic, library, bus stop.
Map B tells you more than Map A. Map A shows where the boxes are. Map B shows what the boxes are. So someone new to the town could find the clinic on Map B. They could not on Map A.
The need for this lesson is the label. A place on a map is just a box until it has a name. By the end you will be able to label a place, and then add a note about what happens there.
Try it in your head: think of the room you are in. Now think of the door. If you drew this room from above, where would the door go? That is a map. The word door is the label.
Some places are big. Some are small. A post box is small. It still goes on the map. A place does not need walls to count.
A label is a name. A note says more. Library is a label. Library, where you borrow books is a note. Today you will do both.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
I Do: A town from above
The map above shows a made-up town from above. The grey strip is the main street. There are six boxes. Each box is a place. Each place has a label.
A label is short. One word or two. The label tells you what the place is. It does not tell you what happens there yet. That comes next.
Notice what the map does not show. It does not show who lives where. It does not show how big a place really is. A map only shows what the map maker chose to put on it.
Watch me do it: I look at the box by the park. It has no label yet on my copy. What is it? People go in with bags. They come out with food. It is the shop. I write the label: shop. I look first. Then I label.
Now watch one more: the box at the end of the street. People wait there. A bus stops there. It is the bus stop. I write the label. Same steps. Look first. Then label.
So a label comes from what you see happening. Once every box has a label, we can add a note about what the place is for. That is the next diagram.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
We Do: Label the map together
Box 1: people go in with books and come out with books. Label it.
Box 2: children play here. There are swings. Label it.
Box 3: a red box on a post. Letters go in the slot. Label it.
Label first: write or stick a label on each of the three boxes on your map card. Everyone labels at the same time. Then we hold the maps up and check together.
Evidence check
Box 1 could have two labels. Some people will write library. Some will write book place. Both say what the place is. When we check, we ask what the label means. We do not check the spelling.
After the check, one person from each table reads one label out loud. We are listening for a name that fits what happens there. If two tables gave different labels and both fit, both stay on the board.
Changing a label after you see someone else's is allowed. It is a good sign. Change it and say what made you change it.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
I Do: From a label to a note
The diagram above has three boxes: label, then what it is for, then who is there. The first box is the name. The other two boxes are the note.
Look at the picture. Library. Then: for borrowing books. Then: a librarian. That is a full note. You can hear all three parts.
Here is one that is not complete: library, then a librarian. It skips the middle box. It says who. It never says what the place is for.
Fixing it together: add the middle box. Library, for borrowing books, where you see a librarian. The word for often starts the middle box.
A note with all three parts tells a new person what the place is, what to do there, and who can help. That is what your record will show.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
We Do: Annotate one place together
◆ Supported
Point to the picture that shows what the place is for. Then choose the person card that matches.
▲ Standard
Say all three parts for the clinic, in order.
★ Stretch
Add a second use for the same place. Say which use matters more to the town.
We annotate one place on the board first. Nobody writes yet. Everyone puts the middle box on a whiteboard. Then we show them all at once. Then we agree the note.
The place for this note is the clinic. The label is done. Your job is the middle box: what is a clinic for? Write one use, not a describing word.
When we show, we will have lots of uses. We keep the ones that say what people do there. We put the others to one side. They are not wrong. But a describing word does not annotate a place.
Then, together, we add the third box and read the whole note from left to right.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Independent Work — Your record: places in my community
Make one record. You may use the map card, or places you know about, or both. All three are complete answers.
◆ Supported
One place. Label it on the map, then choose the use card and the person card that fit. An adult may scribe your exact words, and the words stay yours. Point to the label first, then the use.
▲ Standard
Four places. For each one, write the label, what it is for, and who you see there. Use a separate row for each place so the parts stay in order.
★ Stretch
Six places. Annotate two of them with a second use. Say which place a new family would need first, and why.
Check yourself: does every place you named have a label?
Check yourself: does the middle box say what people do there?
Check yourself: would someone new to this town get your note?
Check yourself: did you name who is there for each place?
Finished early? Take one note. Add a second use for that place. Then say which use people would miss first. Mark it.
If you are stuck on the middle box, say the label out loud and then add the word for. Whatever comes next is usually the use.
You may not want to write about a real place. That is fine. The map card is a full answer. Nobody will ask you why.
Your record is done when each place has a label and a note. Read one of them out loud to yourself. Check it makes sense.
⏸ Pens down — quick partner check!
Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.
WAGOLL — what a good one looks like
Here is a finished one: the bus stop. It is for waiting for the bus. You see the bus driver there. Three parts. One line. And someone who has never been here gets it.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Lundy Loop — Your Voice in This Lesson
🚪 SPACE
Space means you get room to join in.
SPACE stays available.
📣 VOICE
Voice means you get to say it.
VOICE is received.
👥 AUDIENCE
Audience means someone really listens.
AUDIENCE names back exactly.
⭐ INFLUENCE
Influence means something changes because of what you said.
INFLUENCE changes one real next action.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Exit Ticket — Audience receives; influence changes something
Read one note to a partner or to an adult. The listener says back what the place is for, in their own words.
Did the listener hear a different use? Then change one word in your note. Make it say what you meant. That change is your influence. It belongs to you, not to them.
Did the listener hear just what you meant? Write that down too. A note that already works is worth noting. It needed no change.
Next week we look at old and new pictures of places like these. Keep your record. It will help you then.
Nothing goes outside this room unless you say so. Your record stays in your folder. You decide if it goes on the wall.
✅ Complete
Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.