Morrison 1

Class: Grade 1 Topic: Social Studies - Landmarks

Date: November 15th, 2022 Lesson Duration: 50 minutes

Preparation Materials
Example treasure map Paper
Slides

Learning Objectives
Students will understand how landmarks can guide us.
Students will be able to list examples of landmarks.

General Learning Outcome: Specific Learning Outcomes:

Students will demonstrate an understanding and Distinguish geographic features in their own
appreciation of how identity and self-esteem are community from other communities by exploring
enhanced by their sense of belonging in their and reflecting upon the following questions for
world and how active members in a community inquiry: What are some familiar landmarks and
contribute to the well-being, growth and vitality places in my community? Why are these
of their groups and communities. landmarks and places significant features?
Overview of Lesson
This lesson is a quick overview of a what a landmark is and explores the first part of two key features:
that they can be used to help us find our way. It includes an art activity where students get to
experiment with using landmarks to create their own treasure map.

Essential Question: Why are landmarks important features of our community (part
1)?
Reflection:
 Morrison 2

Time The Story

Exposition
Differentiation Assessment
Hook
Gather students at the carpet area before beginning.
“In Social Studies, we’re going to be talking about
treasure maps! Oooh, who’s excited? We’re going to Have slides prepared to help
get to try making our own treasure maps, but before guide students along.
we begin we need to know a couple things.”
5 min Setting
“So friends, what do we need on a treasure map?”
Expecting answers like a path, an x, and hopefully
locations. If not, guide discussion towards that and
talk about how these are what we call landmarks
(explain what a landmark is)(phonemic awareness
hand signals: a way to mark the land) and they help
us find our way. Parts of a landmark: unique; can be
natural, or man-made; there are famous landmarks
around the world.
1 min Table of Contents
Share learning objectives
“Do these sounds like something you think you can
do?”
Transition
“To help you do this we need to go over some
instructions on how you’re going to make your
treasure maps.”

Rising Action
5 min Action 1
explain “I know you’re all excited to get started, but first I Create anchor chart in
need to tell you what I’m hoping you’ll do. Let’s Notebook using clipart as
review, we need three things on our maps, can you go:
anyone remember?” Include
“When you get back to your desk, the first thing I -X
would you to do, before you even pick up your -path
pencils, is think: what landmarks do I want on my -landmarks
treasure map. What are some examples?” write these Examples:
out to reference (with pictures). “Great, so we’ve got -whatever students suggest
a list, you can use these or come up with your own.”
“How many landmarks do you think our maps
should have?” Looking for 2-4, but we’ll see if the Walk around looking for
group consensus is wildly different. “I want criteria mentioned in
everyone to start with pencil and then once you’re instructions: name, path with
done put your hand and I will come over, if you start and finish, and
have all of these, then you can start colouring.” landmarks.
Remind them about careful colouring when you do
give them the go ahead.
“So, student helpers can you help me hand out Ask students why they chose
paper, and everyone else can go back to your desks. their landmarks and why
“First thing, as always, put your name on your they think they make good
paper, you can do that right now. You’ll have 15 landmarks.
minutes to work on this. And, go!” Give 5 minute and down
warnings to prepare kids. Let
them know they can finish in
make-up time.

15 min Make sure to explain easier

work alternatives to the poses if
3 min Relief students need it.
Tell students to get up spread out around the room.
“We need to get up and stretch before we do
anything else, so find your own space around the
 Morrison 3

room.”
Yoga poses based on landmarks: mountain pose,
tree pose, bridge pose
Get student back in seats.

10 min Action 2 Walk around as they share

“Now, I want you to have the chance to share your and look for them describing
treasure maps. Use popsicle sticks to match partners, the route using landmarks.
and tell them to quietly find a spot in the classroom
to share. But instead of just showing someone else
your work and what you’ve done, I want you to see
if your partner can describe the route of your
treasure map.
Use example map again to show how they can
describe the routes.
Gather students at carpet.
Transition
Does anyone want to share in front of the class?

Denouement
6 min Summary
Give students the chance to share in front of the class
using their partner’s map.
“Make sure we show good listening and care for
others while people are sharing right?”
Moral
So, this is just one part of landmarks, that they can
help us find a way. It’s not always to treasure, but
they help because they are unique.
3 min Reviews
“This is my first lesson with all you friends, so I
want to hear if there is anything you liked or didn’t
like about what I did?”
Transition
Keep an eye out for the landmarks out in your
communities and maybe you’ll find some treasure.
 Morrison 4

Class: Grade 1 Topic: Social Studies – Landmarks

Date: November 18th, 2022 Lesson Duration: 40 minutes

Preparation Materials
Slides Out the Door by Christy Hale
The Very Last Castle by Travis Jonker
We’re Going On A Treasure Hunt - Lingokids

Learning Objectives
Students will appreciate how landmarks represent important parts of our communities.
Students will practice what makes a good speaker, and a good listener.

General Learning Outcome: Specific Learning Outcomes:

Students will demonstrate an understanding and Distinguish geographic features in their own
appreciation of how identity and self-esteem are community from other communities by exploring
enhanced by their sense of belonging in their and reflecting upon the following questions for
world and how active members in a community inquiry: What are some familiar landmarks and
contribute to the well-being, growth and vitality places in my community? Why are these
of their groups and communities. landmarks and places significant features?
Students develop listening and speaking skills The speaking voice is supported through full
through sharing stories and information. deep breaths that can affect volume, tone, and
pace.
Listening involves maintaining attention and
focus.
Overview of Lesson
This lesson is a quick overview of a what a landmark is and explores the second part of two key
features: landmarks represent what we view as important in our communities.

Essential Question: Why are landmarks important features of our community (part
2)?
Reflection:
 Morrison 5

Time The Story

4 min Differentiation Assessment
Exposition
Hook
Gather students at carpet.
“Good morning friends, we’re going to have some
time to share our treasure maps, this morning.
Thumbs up if you’re excited.”

3 min Setting
“We are going to be finishing with our treasure
maps and talking more about landmarks. Who can
remind us what a landmark is?”
-looking for landmarks can guide us, has to be
unique
-build to landmarks can be man-made or natural,
and there are famous ones around the world.

1 min Table of Contents

Share learning objectives

Transition

25
Rising Action
min
10 min Action 1
“So today we are going to share the treasure maps
we made on Tuesday. Since our maps our showing
us a path, I want us to describe that path.”
Read Out the Door
Explain how we describe a path. (with anchor chart)
-up, down, past, along, into, around

10 min Action 2
“In partners, you will trade maps and take turns
trying to describe each other maps.”
Use example on board to go through how you could
describe routes.
“Are you ready to try it? When I say go, I want you
to find a partner and both grab your treasure maps
from your desk. Then find a quiet spot in the room,
just like during partner reading time and try this for
Walk around and observe,
yourselves. And, go”
looking for them using the
landmarks to explain the
Hands on Top route.
Gather students at carpet and collect their treasure
maps.

4 min Relief
Lingokids Treasure Hunt song

1 min Transition
Get students sitting quietly again.

15 Denouement
 Morrison 6

min
15 min Extension
“Okay, now that you’ve had some practice, is
anyone feeling brave and wants to share their
treasure map in front of the whole class?”
“What do we need to remember when we present?”
-use a loud voice, but not yelling
-listen (show care for others)
“At the end of the day, you can take these home so if
you didn’t get a chance to share, you can show
someone in your family.” Keep eye on time.
“Only if we listen, will we get to know where the Who’s showing good
treasure is.” I’ll hold paper, get students to stand listening?
beside me in the chair.

If less feel like sharing, can read The Very Last

Castle to lead into next lesson

Moral
“I hope you had fun sharing your treasure maps.
And learned something about paths.”

Reviews

Transition
Get setup for movie, kids can sit at desks or carpet,
but need to be quiet so we can all hear the movie.
 Morrison 7

Class: Grade 1 Topic: Social Studies - Landmarks

Date: November 22nd, 2022 Lesson Duration: 35 minutes

Preparation Materials
Slides The Very Last Castle by Travis Jonker
Reading questions Princess Kat GoNoodle
School Walk route (walk in the morning)

Learning Objectives
Students will begin to learn about how landmarks represent what is important to a community.

General Learning Outcome: Specific Learning Outcomes:

Social Studies: Students will demonstrate an Distinguish geographic features in their own
understanding and appreciation of how identity community from other communities by exploring
and self-esteem are enhanced by their sense of and reflecting upon the following questions for
belonging in their world and how active members inquiry: What are some familiar landmarks and
in a community contribute to the well-being, places in my community? Why are these
growth and vitality of their groups and landmarks and places significant features?
communities.
Overview of Lesson
Building upon the previous knowledge of landmarks as something that can help guide us on a path,
this lesson introduces the second important part of landmarks: that they represent values of the
community. Using an introductory picture book and then a exploratory walk around their own school,
students will grow towards understanding this second piece, to be further built upon in a later lesson.

Essential Question: How can landmarks show us what a community values?

Reflection:
 Morrison 8

Time The Story

5 min Differentiation Assessment
Exposition
Hook
Gather students at carpet
“Good afternoon friends, we are going to continue
talking about landmarks today. Do you remember
last week when I mentioned famous landmarks?
Those landmarks are famous because they are really
important to the communities they are in. They
represent what’s important to the community.

Setting
“Because last week we talked about how landmarks
are important because they can help guide us, this
week we are going to talk about how landmarks are
important because they are parts of our community,
just like you all are part of your communities.”

Table of Contents
Share learning objectives

Transition
I’ve got an exciting book for you today, but before I
start I want everyone to make a good choice about
where they are sitting to make sure they can listen.

27
Rising Action
min
15 min Action 1
Read The Very Last Castle (ask for quiet hands)
1-what stands in the middle of the town?
11-12-skip Who’s engaging with the
15-thumbs down if you thinks it’s something reading questions?
terrible, thumbs up if its something else
18-what do you think is going to happen?
27-what are the monsters?
28-what are the giants?
38-what’s making the hissing sound?
-so they were all right
“Is the castle a landmark?”
“Do you think the castle was an important part of
their town? Why?”
“They tell stories about it and everyone has their Are any students beginning
own theories. And then, it brings the community to grasp the concept of
together. This is another important part of landmarks as important
landmarks that we’ll talk more about this week.” community features?

3 min Relief
Princess Kat GoNoodle

3-4 min Action 2

walk School Walk
-gather student at carpet and go over expectations
for walking through the hallway.
-“we are going to look for some landmarks in our
very own school, and when we get back to the
classroom we will discuss.”
-gather students back at carpet
What landmarks did we see? For each landmark ask
-does that help you find your way?
5 min -why is it important for our school to have that?
 Morrison 9

discuss
Transition

3 min
Denouement
Summary

Moral
Landmarks can also show us what is important to a
community.

Reviews

Transition
Much like we just did on our walk around the
school, I want you to think about those same two
questions on your way home. When you see
something you think might be a landmark, ask
-does it help you find your way?
-why is it important for our community to have that?
 Morrison 10

Class: Grade 1 Topic: Social Studies – Landmarks

Date: November 24th, 2022 Lesson Duration: 45 minutes

Preparation Materials
Slides Google Earth
Beddington Heights handouts printed People, Places, and Things to do in Beddington
Heights Calgary YouTube video
Beddington Heights handouts
Never Eat Soggy Waffles GoNoodle
The Map of Good Memories by Fran Nuno

Learning Objectives
How can we represent landmarks with symbols?
What landmarks are in Beddington Heights?

General Learning Outcome: Specific Learning Outcomes:

Social Studies: Students will demonstrate an Distinguish geographic features in their own
understanding and appreciation of how identity community from other communities by exploring
and self-esteem are enhanced by their sense of and reflecting upon the following questions for
belonging in their world and how active members inquiry: What are some familiar landmarks and
in a community contribute to the well-being, places in my community? Why are these
growth and vitality of their groups and landmarks and places significant features?
communities. What helps us recognize different groups or
communities (e.g., landmarks, symbols, colours,
logos, clothing)?

Overview of Lesson
Building upon previous landmarks lessons, this lesson moves the context from just the school to the
community surrounding the school. Using google earth as a primary exploration tool, students will
engage with and look at some of the landmarks in the community, as well as begin to explore how we
can represent these landmarks will small symbols.

Essential Question: What are the important landmarks in my community?

Reflection:
 Morrison 11

Time The Story

5 min Differentiation Assessment
Exposition
Hook
Gather students at carpet.

Setting
We are going to continue talking about landmarks
today. We started by making treasure maps and
talking about how landmarks can help us find our
way, and then we practiced using them to describe a
path. On Monday, we went for a walk around our
school and looked for landmarks, except this time
instead of them just being able to help us find our
way, they also show what’s important to our school.
Now, we are going to look at our whole community!

Table of Contents
Read lesson objectives

Transition
Because we don’t have time to walk around the
whole community, we are going to use Google Earth
to help us.

If technology fails, just have

to draw on the board and
describe more.
30
Rising Action
min
7 min Action 1
Pull up Google Earth, and start zoomed out to show
students where on the globe Beddington Heights is
as I zoom in.
“Can anyone think of a landmark in our
community? Maybe somewhere your parents have
taken you?”
Those are some great examples; I found a helpful
video that’s going to take us on a virtual tour of
Beddington and we’ll see if we can spot some
landmarks. People, Places, and Things to do in
Beddington Heights.
“Using fingers, how many landmarks did you
count?”
-park, baseball diamond, playground, schools, arts
centre, confluence park, golf range, town centre (9)
Keep those in mind and we will look them on
Google Earth after we have a movement break.

3 min Relief
Never Eat Soggy Waffles GoNoodle

20 min Action 2
Send students to desks (set up document camera).
Have student helpers hand out maps, tell students to
write names and date.

So, we’ve got another map that we’re going to do

today, but it’s a little different. The first thing we are
going to add to our map is actually related to soggy
waffles! The phrase Never Eat Soggy Waffles is a
 Morrison 12

mnemonic device to help us remember the

directions North, East, South, West. On our maps,
this is called a compass rose, so we are going to
draw that on our maps first (guided drawing).

Another thing we have on our maps that we’ve

started for you is called a legend. When we make
maps of our community like this, we don’t have
enough space to write out everything, so we use
symbols to represent our landmarks, and then use
the legend to show what each symbol means. There
are some boxes, with words next to them, and we’re
going to fill in those boxes with pictures and then
draw a matching picture on our map where those
landmarks are.

We are going to use Google Earth to see some of

these landmarks and talk about what symbols we
could use to represent them (guided drawing).

Transition
Bring students to carpet.

8 min
Denouement
5 min Summary
The Map of Good Memories
-what is a memory?
-show compass rose on front
-read book
-places can become important when we spend time
there, and they can become meaningful landmarks
to us.

2 min Moral
Landmarks can show us what’s important to a
community, and sometimes landmarks are also
about what places we value and think our
important.
I left the picture of our school up on the board,
because it’s a landmark, and like in the book, I hope
it is a place where you make many good memories.

Reviews

1 min Transition
Although I would be surprised if your maps also
spelt out your name, I hope you also find places that
make you feel happy, and maybe you can ask your
parents to help you add other places to your maps
that are special to your families.
 Morrison 13

Class: Grade 1 Topic: Social Studies – My World

Date: December 2nd, 2022 Lesson Duration: 40 minutes

Preparation Materials
Slides People, Places, and Things to do in Beddington
Google Earth custom labels Heights Calgary video
Beddington Heights Map written and symbol Google Earth
examples All Around the World by Jack Hartmann video
Beddington Heights handouts Beddington Heights handouts
The Map of Good Memories by Fran Nuno

Learning Objectives
What landmarks are in Beddington Heights
How can we represent landmarks with symbols?

General Learning Outcome: Specific Learning Outcomes:

Social Studies: Students will demonstrate an Distinguish geographic features in their own
understanding and appreciation of how identity community from other communities by exploring
and self-esteem are enhanced by their sense of and reflecting upon the following questions for
belonging in their world and how active members inquiry: What are some familiar landmarks and
in a community contribute to the well-being, places in my community? Why are these
growth and vitality of their groups and landmarks and places significant features?
communities. What helps us recognize different groups or
communities (e.g., landmarks, symbols, colours,
logos, clothing)?

Overview of Lesson
Building upon previous landmarks lessons, this lesson moves the context from just the school to the
community surrounding the school. Using google earth as a primary exploration tool, students will
engage with and look at some of the landmarks in the community, as well as begin to explore how we
can represent these landmarks will small symbols.

Essential Question: What are the important landmarks in my community?

Reflection:
 Morrison 14

Time The Story

10 Differentiation Assessment
Exposition
min
Hook
Gather students at carpet.
So friends we started this lesson before but I think it
was a little confusing, so we are going to try it again,
but a little different this time.

Setting
We started looking at what landmarks are in our
community of Beddington Heights.
Does anyone remember what some of the landmarks How many understood it
we saw were, I’ve given you one hint on the board from last time, how many
already. -write on whiteboard as we go still need help?
Show People, Places, and Things to do in
Beddington Heights Calgary.
Do we want to add to our list?

Table of Contents
Read lesson objectives
-first one “boom, we already did that”

Transition
Stand up stretch break.

25
Rising Action
min
10 min Action 1
Google Earth exploration. Start way zoomed out but
can still see Canada.
Who knows what country we are in? can you point
to it on the map?
Who knows what province? point?
Who knows what city? point?

Zoom into Beddington Heights, and then to school.

Turn off all labels. Switch to 3D mode.

So, the reason I want to show you things in Google

Earth is because like I said last time we don’t have
time to walk around the whole community. But also,
because it makes it easy to see what a landmark is. It
stands out from the rest of the things around it. See
how our school stands out from the houses beside it?
Zoom out a little bit to show St. Bede and Arts
centre. “Can you see anything else that stands out?
Zoom in and show them as they say it.

Recenter to North, zoom out and ask same Are they understanding the
questions. stand out term, do I need to
Remind them that stand out doesn’t always mean explain it a different way?
large.

3 min Relief
All Around the World video

Action 2
5 min Get students sitting again.
Set up document camera.
I’ve taken this image from Google Earth and we are
 Morrison 15

going to try and mark some of the landmarks on

here ourselves.
Show example with written names for landmarks.
This kind of works, but it makes our map looks kind
of messy. I don’t know if the school is over here or
over here. Something we can do is instead of writing
we can draw a symbol. Explain what a symbol is. So,
what is a symbol we could use for the school?

Not everyone will know right away what our

symbols mean though. That’s why we use
something called a legend. We use this on maps so
people can look at our matching symbol and see
what it means.
Show other example. Here’s a map I did where I
drew symbols. In the legend, I drew an apple
symbol for school, so now I know that if I look for an
apple, that’s where the school is.

You’re going to get to try this yourselves. So head

back to your desks, and student helpers can you
pass out the maps.
Let students try it themselves.

10 min
Transition
Gather students at carpet

Ask students why they chose

If finished, they can do their symbols. Make sure
whiteboard or playdough they’re matching.

10
Denouement
min
7 min Connecting
Read The Map of Good Memories
-what is a memory?
-places can become important when we spend time
there, and they can become meaningful landmarks
to us.

Extending
Although I would be surprised if your maps also
spelt out your name, I hope you also find places that
make you feel happy, and maybe you can ask your
parents to help you add other places to your maps
that are special to your families.

Moral
Landmarks can show us what’s important to a
community, and sometimes landmarks are also
 Morrison 16

about what places we value and think our

important.
I left the picture of our school up on the board,
because it’s a landmark, and like in the book, I hope
it is a place where you make many good memories

Transition
Let students put maps in backpack. Gather back at
carpet for next lesson.
 Morrison 17

Class: Grade 1 Topic: Social Studies – My World

Date: December 6th, 2022 Lesson Duration: 35 minutes

Preparation Materials
Beddington Heights Map written and symbol Beddington Heights handouts
examples The Map of Good Memories by Fran Nuno
Beddington Heights handouts

Learning Objectives
What landmarks are in Beddington Heights
How can we represent landmarks with symbols?

General Learning Outcome: Specific Learning Outcomes:

Social Studies: Students will demonstrate an Distinguish geographic features in their own
understanding and appreciation of how identity community from other communities by exploring
and self-esteem are enhanced by their sense of and reflecting upon the following questions for
belonging in their world and how active members inquiry: What are some familiar landmarks and
in a community contribute to the well-being, places in my community? Why are these
growth and vitality of their groups and landmarks and places significant features?
communities. What helps us recognize different groups or
communities (e.g., landmarks, symbols, colours,
logos, clothing)?

Overview of Lesson
Finishing off our exploration of what landmarks are in Beddington Heights, this lesson gets students to
annotate a map with a legend and explore how symbols can be used to represent different landmarks.

Essential Question: What are the important landmarks in my community?

Reflection:
 Morrison 18

Time The Story

5 min Differentiation Assessment
Exposition
Hook
Gather students at carpet.
We get to make another map today! Not a treasure
map, but a different kind that I hope is just as much
fun.

Setting
We’ve been talking about landmarks in Beddington
Heights and some of you have tried adding some
landmarks to your maps once already, but we are
starting over because…

Table of Contents
Read lesson objectives

Transition

20
Rising Action
min
5 min Action 1
Turn on document camera.
So friends we are going to be making a map today,
but to help us, we are going to use some symbols to
mark our landmarks. What is a symbol?
So other people can read our maps, we are going to
use something called a legend which explains what
the different symbols on our maps mean. I used a
nose for nosehill because nose is one of the words in
the word nosehill, what are some other symbols we
could use for nosehill park?
Leave document camera on, send students to desks.
Student helpers hand out maps.

Relief

15 min Action 2
Fill in maps.

Transition
Leave maps on desks, gather students at carpet.

If finished they can do Walk around and ask

whiteboards of playdough. students why they chose
symbols and make sure they
match their legend.
10
Denouement
min
7 min Connecting
Read The Map of Good Memories
-what is a memory?
-places can become important when we spend time
there, and they can become meaningful landmarks
to us.

Extending
Although I would be surprised if your maps also
spelt out your name, I hope you also find places that
make you feel happy, and maybe you can ask your
 Morrison 19

parents to help you add other places to your maps

that are special to your families.

Moral
Landmarks can show us what’s important to a
community, and sometimes landmarks are also
about what places we value and think our
important.
I left the picture of our school up on the board,
because it’s a landmark, and like in the book, I hope
it is a place where you make many good memories

Transition
Let students put maps in backpack. Gather back at
carpet for next lesson.
 Morrison 20

Class: Grade 1 Topic: Social Studies – My World

Date: December 9th, 2022 Lesson Duration: 50 minutes

Preparation Materials
Anchor Chart with Needs/Wants Slides
My Community handouts
Mr. Sketch Markers

Learning Objectives
Students will experiment with which landmarks are important to creating a beneficial community.
Students will practice working together to make decisions about their communities.

General Learning Outcome: Specific Learning Outcomes:

Social Studies: Students will demonstrate an In what ways do we benefit from belonging to
understanding and appreciation of how identity groups and communities?
and self-esteem are enhanced by their sense of Why are these landmarks and places significant
belonging in their world and how active members features of the community?
in a community contribute to the well-being, How do groups make decisions?
growth and vitality of their groups and
communities.

Overview of Lesson
A culmination project to demonstrate their learning about landmarks, students will work in pairs to
create their own representation of a community and what it needs.

Essential Question: What does a community need?

Reflection:
 Morrison 21

Time The Story

3 min Differentiation Assessment
Exposition
Hook
Today we are going to put everything that we’ve
learned about landmarks and community together
to make our very own communities! Are you
excited?

Setting
What are some things we have learned about
landmarks and communities.
Not looking for specific
Table of Contents answers, but just want to get
Read lesson objective. them in the mindset, and see
what they remember.

Transition
Eyes on the board.

42
Rising Action
min
10 min Action 1
Create Anchor Chart. Looking for quite a few
There are two types of things that we are going to examples to students have
add to our community, one is needs and one is the opportunity to use their
wants. Need means we absolutely have to have it to creativity in making their
keep our community safe and healthy. Want means maps.
something that would be really cool, but doesn’t
have to be there. So, I’ve added a first example to
each of these. We need a grocery store, but we might
want a water park. We are going to focus on Needs,
but if we have time, we can maybe add some Wants
to our communities as well. So, what are some
needs?

Relief
Stand up stretch.

Action 2
3 min Open Document Camera. Show My Community
handout.
So this is what you’ll be working on. The first step is
to write the landmark that you want to add. (Choose
one from chart and write it out) Then you can draw
the landmark with your pencil. (Begin sketching the
chosen one) We’re going to give you the opportunity
to use the smelly markers for your maps, but we
want you to use pencil first so we can make sure we
have the best communities ever. I will be looking for
5 Needs and then if you have space you can add
some Wants.
Because we are talking about community, we want
to give you the opportunity to work in partners
(wait for noise to die down). But you’ll be working
on a single community as partners, so you have to
talk to each other and make decisions together. This
is a real chance to practice showing care for others.
Let students create communities.
 Morrison 22

24 min
Transition
Hands on top… Hand in maps to blue table and
sitting at carpet.
5 min
Denouement
Summary
I’m curious how it went making decisions with your
partner, does anyone want to share?
I’m excited to look through your maps, and maybe
we’ll have to chance for you and your partner to
share them at some point, we’ll see how next week
goes.

Moral
I hope you learned something about what a
community needs, especially the fact that it needs
people to work together.

Reviews

Transition
Get ready for home time.