LESSON PLAN - Kid-City
Theme – Developing Self
CAREER SKILLS – Developing Self
KEY SKILLS – Communication, Problem Solving, Working With Others, Improving Own Learning and
WORK RELATED LEARNING – Learning For Work
COMPETENCIES – *ai, *aii, *bi, *ci, *cii, *di, **ei, **eii, **eiii, **eiv, **evi, ***fiv, ***kiv, ****li,
SUGGESTED SUBJECT AREA – Social Studies, English, Arts, Personal Development
The students will learn about what makes up a city.
For the students to explore their ideal city/community.
Identify the elements that form a village, town, or city, such as homes, streets, schools, office
buildings, police station/sheriff's office, stores, houses of worship, and libraries.
Identify several reasons why some communities are laid out the way they are; (e.g., local geology,
topography, geography, commerce, convenience, military needs, etc.)
Identify several reasons why people choose to live in cities, rural areas, towns, etc.
Do your students live in a big city, suburb, or rural area? Do they live in individual houses or apartments?
In this lesson, the students will think about where they live and where they would want to live if they could
build a "model community" -- Kid-City.
Preparation and Materials
Card/shoe boxes and other like boxes to make card model houses
crayons or marker
empty boxes (delivery, jewelry, cereal, pasta, cookies, crackers, paper clip, facial tissue, frozen
foods) and paper tubes
poster paint or tempera
An important part of this activity will have the students design cut-outs of various structures, and
assemble them as fold-ups for use in the "model community."
In addition to designing there structures, they'll use other materials such as paper towel tubes,
cardboard cookie and cracker boxes, poster paper, construction paper, paste, cans, popsicle sticks,
thread, etc. Some of the students may wish to include model cars, trains, model railroad trees, street
lights, etc. Let them be creative when creating the imaginary Kid-City.
1. Discuss students' homes and communities.
2. Ask, "Do you live in an apartment building or single-family house? Is it in the city or the country
3. What do you like best about your community, or neighborhood? What do you like least?"
4. Discuss with the students some of the relative advantages and disadvantages of living in a rural area...
a town or suburb... a large city. Indicate that in our country, people are free to choose where they live -
some people like to live in cities, and others like to live in the country.
5. Discuss with them some of the reasons why communities are located where they are, such as mining
towns, military outposts, college communities, etc.
6. Ask them to think about what a "model community" would have in it... what kinds of buildings.... what
kinds of parks or open areas.... what kinds of dwellings, factories, stores, etc. Ask them to consider the
street layout, telephone poles, parking lots, etc.) Spend time discussing this with the class.
7. Establish a mock "Planning Commission" to explore how the "model community" will take shape.
Later on, establish a "Naming Committee" to determine a name for the community. Some of the
students may be aware of the need to consider sewers, water mains, utility poles, etc. They should be
encouraged to be members of the "Planning Commision."
8. Let students participate (via the "Planning Commission) regarding the decisions that will be made to
create the "model community." This is a useful early lesson in democracy.
9. Let students discuss their likes and dislikes about the community.
10. Explain that they'll create a little community from buildings they'll get from the Internet!
1. After the warm-up, you may wish to have the students form a mock "Planning Commission" to help
decide what the "model community" will have in it.
2. Later on, a "naming committee" may assist in deciding the name of the community. The students will
then "construct" the kind community they'd like to live in.
3. When they've finished constructing and naming their community, have them reflect on why they
located various buildings, parks, etc. where they did.
4. Have them prepare an essay on what it would be like to live in such a community. Some may wish to
write about ways to enhance the community, and others may wish to write about some of the potential
problems they see that could develop in time (these will be the future editorialists !) Yet other students
may write about what it would be like to live in their self-created city. Have fun with this one... the
kids should enjoy it !!
Cite reasons for democratic processes in developing a community.
Create a neighborhood using houses printed from the Internet, then create an ideal Kid-City. using
boxes, paper, and paper tubes and explain what each building is and how it'll be used in the
1. Have the students design as many buildings as they think they'll need for their community.
Allow time for students to color the buildings.
Assist students in cutting out the shapes, if needed.
Have students assemble the buildings by using tape, staples, or both. Give help, if needed.
2. Explain that students are to work together to arrange the buildings into a neighborhood community,
complete with homes, streets, and shops.
3. Discuss the buildings and how each would be used in the community, for example, as a home, shop, or
Ask students, "What kinds of buildings do you think would be in an imaginary place called Kid-City?"
Explain that students will work together to create this model community using the computer printouts
and other materials. Have students elect a "Planning Commission" and make sure all students are given
an opportunity to give input on how the community is to be laid out. Encourage the "Planning
Commission" to lay out a plan, or map for the students to follow. Remind students to include buildings
a community might need (homes, shops, offices, hospital, municipal building, school, houses of
worship, theater, radio/TV station, newspaper, library, etc.). Suggest that the students include trees,
parks, street signs, vehicles, etc.
Set aside space in the classroom as a work area.
Remind students to work cooperatively.
Encourage all students to help complete the model city.
Some students may wish to be on the "Utilities Commission" and set up the telephone poles, etc.
Others may wish to be on the "Roads Commission" and make sure there are streets, roads, etc. Still
others may be on the "Parks and Recreation Commission" and put in the parks, tennis courts,
swimming pools, etc.
1. When they finish with the project, discuss with them how the building of such a community went
smoothly because of the cooperation of everyone and the democratic process. You may wish to
mention that communities cost money, and that the money for building such a community comes
from taxes, donations, and other sources. Have various students write about the following topics.
Depending on the nature of the class, tell them they will present their essays to the class orally.
2. What I think it would be like to live in __(name of community)__.
3. What are some of the things that could be done to improve ____(name of community___.
4. What are the things that I see could go wrong with ____(name of community) ___ OR What are
the things I see that are currently wrong with ____(name of community)____.
5. Encourage the students to display their model community at open house night. If some of the
students wish, they may search the Web for additional information concerning how communities
6. Ask, "What do you think it would be like to live in this wonderful city you've created?"
7. Discuss the question, then have students write stories about living in Kid-City.
8. Allow interested students to write newspaper columns about life in their self-made city called
"Kid-City News and Views."
9. Display the narratives on a wall behind the model of Kid-City.