1.Contextual Factors
The Elementary school consists of approximately three hundred students. The
classroom consists of seventeen students. There are seven boys, and ten girls. Three of
the students are Hispanic. One boy and one girl have Spanish as their native language.
They prefer to be around each other more than the other students, which creates difficulty
for them to open up with the other students in the class. The other Hispanic child is
female and has been taught English her entire life. She is very social with all the students
in the class. One boy and one girl are of Asian descent and are twins. They are usually
quiet and keep to themselves, but in group assignment or projects, they become more
social. There are six African American students, three boys, and three girls. One of the
boys is a hyper-active student, and at times can be disruptive to others. The rest of the
class will laugh with him when he is disruptive, which only provokes him to continue to
act up. The three African American girls are all social in the classroom, and in group
projects. They are well-behaved. There are six Caucasian students. Of the two Caucasian
boys, one of the boys has a reading difficulty. The other boy is barely at the average
reading level. He tends to be unsure of himself at times. Of the four Caucasian girls, one
has a slight hearing impairment, and another one has a reading difficulty. The other two
girls are well-behaved, but tend to be social only with one another and sometimes have to
be separated for their giggling. Overall, the classroom is a very social environment.
The school is tucked away in a usually safe community environment. It is located
in the middle of a neighborhood. About half of the students are dropped off at the school
by their parents. Some of the students ride the bus to school. Some of the parents feel
comfortable enough to have their children walk to school. There is a crossing guard to
help the students walking to school cross the street. In the morning the principle stands
outside to make sure students get to school ok and after school there are teachers that take
turns at bus or pick-up duty. There job is to make sure students go home with the
appropriate people or get on the correct bus on time. The school works with the
community to keep the students safe. The community has been under some strain lately
because Ford just went out of business and there are a lot of parents with out jobs right
now. This stress that the parents are going through from not having a job is starting to
show through to the kids in the classroom. Some students are starting to act out or are
showing a lack of interest in their school work.
The classroom is a very cozy environment. There are posters with positive
phrases on them and classroom rules hanging up at the front of the room. There is some
art work hanging up on a bulletin board that was done by the students. There is a calendar
on another bulletin board beside the dry erase board. There is a reading center in the far
back corner with books and pillows. There is a computer at the back of the room as well
for student access. The teacher often uses PowerPoint presentations to help the students
review for tests or to introduce a new lesson because there are two ELL students, and one
hearing impaired student, there are plenty of visual aids to help assist them, as well as the
entire class. This helps to keep all students informed and on the same page. The desks
are organized in groups. There are three groups of four students and one group of five
students. This allows for group cooperation and for students to help each other when
needed.
Gender: 7 boys & 10 girls
Mixed gender groups for group projects.
Address male and female roles in the
community and appeal to both genders.
There is one shy boy, two shy girls, and
one boy that is not sure of himself that
needs extra attention and encouraging
partners.
Achievement
Four students are below grade level
Nine students are at grade level
Four students are above grade level
Language
Two students speak Spanish as a first
language.
Disabilities
One student is hearing impaired and one
student is overly active.
Socioeconomic
There are three students that are below
level.
2. Unit Title, Rationale, and subject knowledge Information
“Working Together to Build a Community” is a unit designed to introduce third
grade students to the many careers that support their community. Understanding the
careers that support a community is a worthwhile study because it emphasizes the
importance of interdependence among community workers and the “functional”
operation of a community. Students will be introduced to a variety of career positions in
the community and their tasks in ensuring the continuation of a working environment. As
a goal of the unit, students will gain an understanding of the importance of several
position in the community and the participation and contribution from each member
within the community. Students will be introduced to the intricate process by which their
community functions. As a long term goal, “Working Together to Build a Community”
will initiate the conceptualization of students’ future roles and positions in their
communities. Students will begin to understand that community doesn’t end locally or
nationally, but that it encompasses the diverse world.
Webster’s dictionary defines community as “an interacting population of various
kinds of individuals in a common location.” The design for this unit will focus on the
interaction. Through exploring the careers that contribute and build a community most of
the Ten Themes for Social Studies instruction as outlined by the National Council for the
Social Studies will be addressed.
In addressing Culture as it relates to careers, students will be introduced to the
concept of equality. Just as all students should be treated equally in the classroom, it is
important that students understand the same concept applies in the work force. It is
important to express the appreciation for diversity and what it brings to the community.
Teachers must understand and appreciate different cultural practices to properly teach
their value. Students need to be aware that in a diverse community they will encounter
individuals whose language, dress, and ideals are influenced by their culture. It is
important to emphasize respect and cooperation to the differences and acknowledge that
although there may be differences, a common goal has brought the diverse community
together. Culture affects everything from the economics to services and goods that a
community provides or imports. If there is a dense population of any given culture it is
important to accommodate some of their needs. For economic advancement it is
important to provide what people will buy. People only buy what applies to their interests
and needs. Studying community careers is a great opportunity for not only teaching
cultural diversity, but exploring the different cultures that are specific to your region.
Time, Continuity, and Change can be combined with Science, Technology, and
Society to teach students how careers have changed over the years. As a historical lesson
students will be introduced to the concept that not all that long ago women and different
ethnicities were discriminated in the world of work. Students should be introduced to
career opportunities that have arisen due to the advancement of modern science and
technology, also those that no longer exist. Being that the United States was once mostly
rural communities, it is important to discuss how advancements in farm tools led to more
people moving to urban areas and so on through the time line of career development. In
reviewing how community careers constantly change to the needs of its people, it is a
good time to have students predict career needs of the future.
In the subject of People, Places, and Environments a strong knowledge of the
difference between rural and urban communities is necessary. Students will need to be
taught the characteristics of each to further understand their own community. When
teaching about rural communities lessons should focus on farming and livestock. Urban
communities should be defined by their business based survival. A discussion of their
interdependence and cooperation will illustrate the importance of working together.
Students will gain Individual Development & Identity through exploring a variety
of community careers. As a teacher it is important to recognize each student’s
individuality and interests. Students should be encouraged to explore and consider several
possible careers. Besides presenting the basic careers that support a community, teachers
should be prepared to present jobs that are encountered through student discovery or
personal relativity. A basic knowledge of each presented career and it’s relevance to the
community is necessary to engage students in discovering their own future career
preferences.
Production, Distribution, and Consumption will be illustrated through the
teaching of four major criteria areas. First, the difference of goods and services will be
presented. It is necessary to know what careers provide each and the difference between
providing goods and services. The second area presented will be consumers and
producers and each career’s ability to act as both. Third, students will be introduced to
the difference between exports and imports as well as the importance and relevance of
this process. It will be necessary to know the kinds of imports exports the community
distributes and receives and why they are relevant to the community. Students will gain
the understanding that not everything they need and use comes from their own
environment and community. And finally, the importance of money as far as pay for
completing a job, buying products, building new buildings, living, etc. will be discussed.
It will be necessary to be prepared to teach the importance of budgeting and financial
goals.
As a Global Connection, students will be exposed to the idea that communities
around the world have different needs, thus, affecting the types of careers available and
practiced. Similarities and differences should be presented to compare and contrast the
community the students live in and the world around them. Through exploring other
communities, students will be exposed to the Civic Ideals and Practices of their own
community. Students must understand that to be active in their community and work
place they must know the practices of citizenship and how it relates to them or their
position. Classroom and school rules should be used to illustrate Power, Authority, and
Governance. Students will be introduced to the authority of a boss, and the control of
government within the workplace and the community.
In addressing the above listed social studies themes, “Working Together to Build
a Community” will give students a broad view of careers and their benefit to the
community. Students will be introduced to the relationship between goods and services to
human labor. It is important that students realize everything from the food we eat to the
services we use (doctors, specialist, construction workers, etc.) involve a chain of
individuals doing their jobs to satisfy a need or want. It is also important to expose
students to a variety of career possibilities to engage their interest and help them further
understand the importance of a variety of careers. By presenting several careers students
will also have the opportunity to see the world of work outside of their parents and
mentors positions. Students will explore a multitude of careers that will lead them to
further understand the importance of each position within the community as well as
promote considerations to their roles in the future as productive citizens. Teachers should
be prepared to present not only a variety of careers but also their job descriptions and
their relevance to maintaining a successful community. It is important to stress the
interdependence of jobs within the community and their benefits towards the health and
living of everyday citizens.
Bibliography
Merriam-Webster Dictionary. 8 Feb. 2008 <www.merriam-webster.com/dictionary>.
Maxim, George W. Dynamic Social Studies for Constructivist Classrooms. 8th ed.
Columbus, Ohio: Pearson Merrill Prentice Hall, 2006. 29.
Bafile, Cara. "Career Education, Setting Your Students on the Path to a Valued
Vocation." Education World. 7 Feb. 2000. 17 Apr. 2008
<http://www.educationworld.com/a_lesson/lesson/lesson160.shtml>.
3. Learning Goals and Objectives
3rd Grade PASS
Standard 1: The student will develop and practice the process skills of social studies.
1. Identify, locate, and compare and contrast information found in resources such
as
encyclopedias, visual images, atlases, maps, globes, and computer-based
technologies.
2. Examine and use children’s literature to compare and contrast his or her own
community to other United States and global communities.
Standard 3: The student will analyze the human characteristics of communities.
1. Investigate through children’s literature (e.g., fables, legends, and historical
fiction) the
cultural similarities and differences among people in different regions, and
how they have
changed over time.
2. Compare and contrast the ways people in the United States and other
communities in
other countries use art, music, and stories to communicate (e.g.,
storytellers, paintings,
and folk songs).
4. Examine the rights and responsibilities of individuals in and to their
communities, and
identify actions people take to cooperate peacefully and achieve
common goals.
Standard 4: The student will examine the interaction of the environment and the
people of a community.
1. Name and locate basic types of climate across the globe (e.g., arctic, temperate,
and
tropical) and describe how they affect the way people live, including their food,
shelter,
transportation and recreation.
3. Describe how communities depend upon workers with specialized jobs, giving
examples of ways in which they contribute to the exchange of goods and services.
Standard 5: The student will develop basic economic decision-making skills.
1. Describe the difference between goods and services; explaining that, at
different times
and places, people are both consumers and producers of goods and
services.
2. Explain that limits on resources (scarcity) require people to make choices about
producing and consuming goods and services.
3. Compare and contrast the differences among human resources (people at
work), natural resources (water, soil, wood, coal, etc.) and capital resources (machines,
tools, money, etc.) used to produce goods and services.
4. Explain the relationship between saving and spending, and describe the value
of setting
a financial goal and developing a plan to reach it.
2nd Grade PASS
Standard 4: The student will examine the interaction of the environment and the
people of a community.
1. Describe how location and weather affect the way people live.
2. Identify the choices people make about food, clothing, shelter, occupation,
transportation, and recreation.
Standard 5: The student will understand basic economic elements found in
communities.
1. Distinguish between basic needs (food, clothing, and shelter) and wants
(luxuries), and
explain how needs and wants can be met (e.g., earning money,
saving, and gifts).
2. Describe the occupations and roles of people in the neighborhood and
community who
provide goods and services.
3. Describe ways people are paid (e.g., by check, in cash, and with goods), the
places to
keep their money safe (e.g., the bank), and ways they pay for goods and
services (e.g., check, cash, credit card, and barter [trading goods and services]).
4th Grade PASS
Standard 1: The student will develop and practice the process skills of social studies.

1. Demonstrate the ability to utilize research materials, such as encyclopedias,
almanacs,
atlases, newspapers, photographs, visual images, and computer-based
technologies.
3. Identify and give examples of different perspectives and points of view (e.g., in
the
media, political commercials, advertisements, and literature).
NCSS Standards:
III. PEOPLE, PLACES, AND ENVIRONMENTS
Social studies teachers should possess the knowledge, capabilities, and dispositions to
organize
and provide instruction at the appropriate school level for the study of People, Places,
and
Environments.
a.
examine the interaction of human beings and their physical environment, the use
of land, building of cities, and ecosystem changes in selected locales and regions;
Learner Expectations
The study of people, places, and human-environment interactions leads learners to
create their spatial views and geographic perspectives of the world. Today’s social,
cultural, economic, and civic demands on individuals require that learners understand
the world in spatial terms and possess knowledge of places and regions, physical
terms, and the interactions of environment and society. In addition, learners need the
ability to map information in a spatial context and to interpret such maps. The study
of people, places, and environments will also help to promote learners’ capabilities to
make informed and critical decisions about the relationships between human beings
and their environment.
■ Teachers of the early grades can use learners’ immediate personal experiences
to have them reflect upon elements in their environment and how we use and
think about the physical and built environment. They can also stimulate learners’
interest in things distant and unfamiliar and help lay the foundation for concern
about the use and abuse of the physical environment.
IV. INDIVIDUAL DEVELOPMENT AND IDENTITY
Social studies teachers should possess the knowledge, capabilities, and dispositions to
organize and
provide instruction at the appropriate school level for the study of Individual
Development and
Identity.
a.
describe personal changes over time, such as those related to physical
development and personal interests;
b. describe personal connections to place — especially place as associated with
immediate surroundings;
c. describe the unique features of one's nuclear and extended families;
d. show how learning and physical development affect behavior;
e. identify and describe ways family, groups, and community influence the
individual's daily life and personal choices;
f. explore factors that contribute to one's personal identity such as interests,
capabilities, and perceptions;
g. analyze a particular event to identify reasons individuals might respond to it in
different ways;
h. work independently and cooperatively to accomplish goals.
Learner Expectations
All humans think, behave, and develop cognitively, socially, physically, emotionally,
personally, and mentally as well as construct, test, confirm, revise, and apply multiple
concepts of and multiple identities as to who they are. While much of what humans are
and become has been associated with genetics and assumed natural stages of physical,
psychological, emotional, and mental development, a far greater factor in mental, social,
emotional, personal, and identity construction and application is the interaction of the
individual with his or her environments and the consequences of these interactions. All
individuals should know the factors that contribute to who they are; to what they think,
feel, and believe; to what they decide and do; to why they are likely to make certain
decisions and act in particular ways; and to how they perceive themselves, their abilities,
their personality, and the world.
■ Teachers of the early grades can provide learners with opportunities to examine
the personal changes that have occurred in them over time, especially their
physical development, personal interests, and ideas about who they are and
what they believe they can do and achieve. They can assist learners in examining
how their thinking, feelings, and actions are similar to and different from those
of others and to consider what may have contributed to their own thoughts,
feelings, and actions and to the thoughts, feelings, and actions of others. They
can also help learners to explore their own personalities and views of self and to
consider how these may have come about in light of what they have done and
how others have reacted toward them.
V. INDIVIDUALS, GROUPS, AND INSTITUTIONS
Social studies teachers should possess the knowledge, capabilities, and dispositions to
organize and provide
instruction at the appropriate school level for the study of interactions among
Individuals, Groups,
and Institutions.
a.
identify roles as learned behavior patterns in group situations such as student,
family member, peer play group member, or club member;
b. give examples of and explain group and institutional influences such as religious
beliefs, laws, and peer pressure, on people, events, and elements of culture;
c. identify examples of institutions and describe the interactions of people with
institutions
i. show how groups and institutions work to meet individual needs and promote the
common good, and identify examples of where they fail to do so.
Learner Expectations
Institutions such as schools, religions, families, governments, and businesses all play
major roles in our lives. These and other institutions exert enormous influence over us,
yet they are no more than organizational embodiments to further the core social values
of those who comprise them. Thus, it is important that learners know how institutions
are formed, what controls and influences them, how they control and influence
individuals
and culture, and how institutions can be maintained or changed. The study of
individuals, groups, and institutions, drawing upon sociology, anthropology, and other
disciplines, prepares learners to ask and answer questions such as: What is the role of
institutions in this and other societies? How am I influenced by institutions? How do
institutions change? What is my role in institutional change?
■ Teachers of the early grades should provide learners with opportunities to
examine various institutions that affect their lives and influence their thinking. At
this level, teachers can assist learners in recognizing the tensions that occur when
the goals, values, and principles of two or more institutions or groups conflict—
for example, when the school board prohibits candy machines in schools versus a
class project to install a candy machine to help raise money for the local hospital.
They can also help learners explore ways in which institutions such as churches
or health care networks are created to respond to changing individual and group
needs.
VII. PRODUCTION, DISTRIBUTION, AND CONSUMPTION
Social studies teachers should possess the knowledge, capabilities, and dispositions to
organize
and provide instruction at the appropriate school level for the study of how people
organize for the
Production, Distribution, and Consumption of goods and services.
a.
b.
c.
d.
e.
f.
g.
h.
i.
give examples that show how scarcity and choice govern our economic decisions;
distinguish between needs and wants;
identify examples of private and public goods and services;
give examples of the various institutions that make up economic systems such as
families, workers, banks, labor unions, government agencies, small businesses,
and large corporations;
describe how we depend upon workers with specialized jobs and the ways in
which they contribute to the production and exchange of goods and services;
describe the influence of incentives, values, traditions, and habits on economic
decisions;
explain and demonstrate the role of money in everyday life;
describe the relationship of price to supply and demand;
use economic concepts such as supply, demand, and price to help explain events
in the community and nation;
Learner Expectations
People’s wants often exceed the limited resources available to them, and as a result,
they have invented a variety of ways to answer four fundamental questions: What is to
be produced? How is production to be organized? How are goods and services to be
distributed? How shall factors of production (land, labor, capital, and management)be
allocated? Learners need to understand these universal questions and how they are
being addressed by various groups. They also need to understand that unequal
distribution
of resources necessitates systems of exchange, including trade, to improve
the well-being of individual groups, and the economy; that the role of government in
economic policy-making varies over time and from place to place; that increasingly
economic decisions are global in scope and require systematic study of an interdependent
world economy; and that technology plays a significant role in economic decision
making.
■ Teachers of the early grades can help learners identify human wants common
to all societies as well as unique to individuals. They can introduce learners to
basic economic concepts and have them explore economic decisions as they
compare their personal economic decisions with those of others and consider
the consequences of those decisions on themselves, as well as on groups,
Knowledge:
1. The student will be able to identify a variety of community careers.
2. The student will be able to explain the difference between producers and
consumers.
3. The student will define the term career.
4. The student will define the term community.
5. The student will be able to identify different communities such as rural and
suburban by giving examples of each.
6. The student will distinguish the difference between goods and services.
Skill:
1. The student will illustrate the importance of careers by writing a short paper.
2. The student will interview an individual in their community of their selected
career.
3. The student will draw what they think their selected career person should look
like (ex: Police Officer, Teacher, etc).
4. The student will chart their favorite careers, based on a class pole.
5. The student will chart the data of their income from their community in action
activity.
6. The student will act out their selected career in the community in action activity.
7. The student will present a selection of careers through parent show and tell.
Higher-Order Thinking:
1. The student will design their own community in the classroom.
2. The students will collaborate with each other to produce a community within the
classroom.
3. The student will prepare their selected career for the community in action activity
by researching the position.
4. The student will determine three likes and dislikes about their selected career.
5. The student will work cooperatively in their selected career with their peers in the
community in action activity.
6. The student will be able to compare and contrast rural and suburban communities.
7. The student will be able to rate the careers they prefer by voting.
8. The student will be able to create a classroom community.
9. The student will create rules for the classroom community.
10. The student will evaluate the community in action activity by writing a response
to the activity.
1. Pre Assessment
K1-K5
Student will complete
attached assessment
worksheet.
2. Formative Assessment
The student will illustrate
the importance of
community helpers (S1)
3. Formative Assessment
The student will interview
an individual in their
community about their
selected career (S2)
4. Formative Assessment
The student will draw what
they think their selected
career person should look
like (S3)
The student will chart what
careers they favor. (S4)
5. Formative Assessment
6. Formative Assessment
The students will graph
income data from their
“Community in Action”
activity. (S5)
7. Formative Assessment
The students will discover a
selection of careers through
show and tell. (S7)
8. Formative Assessment
The student will act out
their selected career in the
“Community in Action”
activity. (S6)
9. Formative Assessment
The students will design
their own community in the
classroom (“Community in
Action” activity)(H1-H3,
H5, H8-H9)
Students will write a short
paper addressing the
benefits community helpers
provide to the community.
Writing rubric
Students will complete a
questionnaire with at least 5
reasonable questions and
responses.
Writing Rubric
Drawing a picture of a
chosen career person.
Students will conduct a
classroom poll on career
preferences and together
create a class chart.
Class Cooperation chklist
Students will create a graph
as a class illustrating their
income after being active in
“the community”.
Class Cooperation chklist
Students will actively
participate in questioning
guests as well as write a
paragraph about the career
they found most interesting.
Writing Rubric
Student will take on the
personality of a selected
career and illustrate at least
3 characteristics of the
career (ex: dress, tools,
terminology, etc.)
“Community in Action”
chklist
Students will work
cooperatively to decide
what careers are necessary
as well as how their
community will “work”
“Community in Action”
chklist
10. Formative Assessment
The student will determine
three likes and dislikes
about their chosen career
(H4)
Students will list their likes
and dislikes and share at
least one of each with the
class. Writing Rubric
11. Formative Assessment
The student will be able to
compare and contrast urban
and rural communities. (H6)
Students will vote on a
variety of careers to rate the
students preferences. (H7)
Students will create a Venn
Diagram.
Venn Diagram Rubric
Students will hold a
classroom poll and evaluate
the votes to rate what
students think is the best
career to have.
Class Cooperation Checklist
The student will write a
paper on their opinion of
how well the classroom
community worked. They
will identify the things that
were beneficial as well as
the things that could have
been changed.
Writing Rubric
Student will complete
attached assessment
worksheet.
12. Formative Assessment
13. Formative Assessment
The student will evaluate
the “Community in Action”
activity. (H10)
14. Post Assessment
K1-K5
Writing Rubric
Criteria
Sentence Structure
Punctuation
Spelling
Main Idea
Thoroughly
addressed
Includes Beginning,
middle and end
Excellent
(3 Points)
All sentences are
complete with no
errors.
Uses proper
punctuation
throughout
All words are
spelled correctly
Addresses main idea
thoroughly. It is
clear and concise.
Includes all three
elements in correct
order
Good
(2 Points)
Most sentences are
complete. Few
errors.
Uses punctuation
but some error in
form and placement
Few misspelled
words
Main idea addressed
but incomplete.
Needs Improvement
(1 Point)
Mostly incomplete
sentences.
Missing one
element or placed in
incorrect order
Missing more than
one element or in
incorrect order
Improper
punctuation or no
punctuation at all
Excessive
misspelled words
Missing main idea
Score_____/15
“Community in Action” Checklist
Student Name:
The Student:
Excellent
Accurately
portrays chosen
career
Works
cooperatively
with other
students
Actively
participates in
activity
Asks questions
Expresses
opinions
Avoids
negative
talk/actions
Helps other
group members
Values other
Good
Fair
Needs
Improvement
students
contributions
Understands the
relationship to a
real community
Understands the
importance of
working
together
Class Cooperation
4√- Excellent 3√- Good 2√- Fair 1√- Needs Improvement
Students Name:
The Student:
Works well
with others
Actively
participates
Respects other
students space
Helps other
students
understand
Asks question
when confused
Encourages
other students
Offers ideas
Shares
Takes turns
Keeps
hands/feet to
self
Venn Diagram
Student Name:
Criteria
Student Properly
designs Venn
Diagram
Student accurately
separates
differences
Student accurately
combines
similarities
Student makes
comparisons and
conclusions about
the data in the Venn
Diagram
Excellent
All elements present
in a neat, well
prepared structure
Differences are
accurately separated
Good
Venn Diagram
present missing only
minimal elements
Most differences
separated some
similarities
inaccurately placed
Similarities are
Most similarities are
accurately combined combined some
separated
inaccurately
Student expresses
Student makes some
accurate
conclusions and can
comparisons and
compare/contrast
contrasts
some elements
Needs Improvement
Improper Venn
Diagram structure
Differences
misplaced within
the or outside of the
Venn Diagram
Similarities
misplaced in or
outside of the Venn
Diagram
Little or no
comparison/contrast
Concept still unclear
Working Together to Build a Community Pre Assessment
Name
1. Name the following community helpers.
2. Circle the community helpers that provide goods. Underline the community
helpers that provide services.
3. A career is
a. A place where people get together
b. A job people do
c. A game
4. A community is
a. A group of people with common interests living in an area
b. A shopping center
c. A sporting event arena
5. Describe the difference between a rural and urban community.
6. What do you want to be when you grow up?
7. Draw a picture of yourself doing the job you want to do when you grow up.
Working Together to Build a Community Post Assessment
Name
8. Name the following community helpers.
9. Circle the community helpers that provide goods. Underline the community
helpers that provide services.
10. A career is
d. A place where people get together
e. A job people do
f. A game
11. A community is
d. A group of people with common interests living in an area
e. A shopping center
f. A sporting event arena
12. Describe the difference between a rural and urban community.
13. What do you want to be when you grow up?
14. Draw a picture of yourself doing the job you want to do when you grow up.
15. List 3 things you learned about what you want to be when you grow up
1.______________________________________________________________________
2.
3.
16. How are community helpers important to the community?
4.Assessment Plan
The format for the assessment plan provides a variety of assessment activities to
accommodate several learning and testing styles. The emphasis on the lesson will be
placed on student learning and achieving objectives. The assessment plan has been
designed with five different levels for evaluation. Each evaluation can be accommodated
to different lesson styles and is versatile in use.
The pre and post assessment is designed to cover the broad aspect of community
helpers. The pre test consists of fill in the blank, multiple choice, and free response
questions. A variety of methods are included to accommodate varying testing styles. The
pre test contains a little bit of everything that is to be covered in the unit. Teachers will be
able to identify what their students already know about community helpers, careers,
goods, services, consumers, producers, rural and urban communities, and the student’s
interests. The post test is an exact replica of the pre test with the addition of a couple
higher order thinking questions added. The post test will allow teachers to see not only
the accomplishments of the students’ knowledge of community helper but also the
development of the students’ individuality and interests.
The writing rubric is designed to be versatile in use. Being that writing skills are
important on all levels of education it is important that these skills be addressed. The
rubric form allows students to know exactly what is expected of them when creating
written work. Each point value is specifically outlined. The writing assignments
themselves are where the challenges are placed, not in the assessment. Students are to call
on creativity and structure to illustrate their understanding and the objectives. Much like
the writing rubric, the Venn diagram rubric is versatile in use. It too can be used with
many different lessons. The challenge in the Venn diagram is organizing information into
logical relationships. If students master the concept of the Venn diagram, I think it will
assist students in future compare and contrast assignments.
The class cooperation checklist provides a way for the teacher to track each
student’s abilities in working with other students and within the classroom. The checklist
covers a variety of skills necessary for students to succeed in and out of the classroom.
The checklist emphasizes the importance of working together and respecting others. This
assessment is not challenging for most students and can be used throughout the year with
different lesson.
The “Community in Action” checklist will be used to assess students in their
ability to recreate a community within the classroom. Being that the “Community in
Action” is the cumulative project for the lesson, it is necessary to assess students’
understandings and involvement in community. Through this activity teachers will be
able to witness the application of the concept learned.
All assessments appropriately measure the outlined objectives. Teachers will be
able to evaluate the students’ learning in the “Working Together to Build a Community”
unit. The underlying goal of the unit is that students learn to work together cooperatively
and comfortably and appreciate the concept of community.
5. Design for Instruction
The learning center will consist of career cards, pictures of the individuals in the
career, and descriptions of the career. The student will match the career card with the
correct career descriptions. The cummlative project for this unit is the “Community in
Action” project. As that it is student guided and students will be creating their own
community in the classroom, it is difficult to prepare a specific lesson plan. A description
follows:
The students will act out their specific careers. The classroom will
be a ‘community in action.’ The students will use class money to
purchase goods from each other, and any other interactions they see
fit.
Throughout the lesson several classroom discussions will accommodate outlined
objectives. Including but not limited to
a class discussion about rural and urban communities. The
students will learn and communicate the differences in rural and urban
communities. They will be able to notice a difference in careers in
the different communities, and learn were theirs may be used more often.
When we gave the pre-test, the students had a trouble with identifying helpers that
provide the goods and services. They were able to quickly identify, police men, nurses,
farmers, and mailer. When asked to describe the differences between rural and urban
communities, the students had difficulties distinguishing the two. The students’ favorite
activity was their drawings of themselves performing the career they wish to have when
they grow up.
Lesson Plan Title: Community Helpers
Connection: Social Studies, Art, Technology, and Language Arts.
Grade Level: 3rd Grade
Time Frame: One and a half hour of a single class period.
Introduction:
This is a lesson to a unit on community helpers. It will begin to help students to
identify different types of community helpers and the jobs they perform.
Objectives:
1. The student will become familiar with the term "community helper," and
what types of jobs fall under this category.
2. The student will describe the job of at least one community helper.
Social Studies 3rd Grade PASS Standard(s) Addressed:
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
Materials:
 paper
 pencils
 markers
 crayons
 chart tablet
 books related to community helpers (from library or teacher's own collection)
 teacher-acquired information file on community helpers
Technology resources:
 Computer with internet access.
 An Averkey to use for displaying the website(s) to the children would also
beneficial.
Procedure:
1. Teacher should begin by collecting children's prior knowledge of community
helpers. This could be done by reading a story about a community helper and
asking if anyone knows someone who has a job like the person in the story.
2. Describe the job in the story and define "community helper" by stating that these
jobs are services provided to people in the community. Using a chart tablet and
markers, ask children to list any other jobs that they can think of that are
community helper jobs.
3. You may then wish to share the PowerPoint presentation with the students so that
they can see other students' renderings of community helpers and their jobs.
4. Share other stories and students' experiences with community helpers. When the
students have heard about several different community helper jobs ask them to
use paper, markers, crayons, etc. to draw a picture of a community helper and to
dictate a sentence about that particular job. Children may then wish to share their
stories with the class, or perhaps make a classroom book by binding the stories
together.
Expansion:
 Set up your dramatic play center as a doctor's office, vet's office,store,restaurant,
or post office to provide hands-on learning.
 Invite an actual community helper into your classroom to discuss his/her job.
 Have students visit community helpers with their parents, take photos, and share
what they learned with their classmates.
Assessment:
Assessment can be done orally by questioning students in groups or individually.
It can also be done by examining children's work product when asked to draw a picture
and to tell about the work that a particular community helper does.
Bibliographical References:
http://www.learnnc.org/lessons/JerryeFicklin5232002429
Lesson Plan Title: Members in a community
Connection: Social Studies, Language Arts, and Art.
Grade Level: 3rd Grade
Time Frame: one hour of a single class period.
Introduction: Introduce students to members in our community through brainstorming
and writing.
Objective:
1. The student will identify members of the community through brainstorming.
2. The student will demonstrate a member of the community.
3. The student will write a story about their community member and present it.
Social Studies 3rd Grade PASS Standard(s) Addressed:
Standard 3: The student will analyze the human characteristics of
communities.
1. Investigate through children's literature (e.g., fables, legends, and
historical fiction) the cultural similarities and differences among people in
different regions, and how they have changed over time.
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
Materials:









12 x 18" construction paper (a variety of colors)
Glue
Miscellaneous craft items (buttons, pipe cleaners, glitter, etc.)
Lined paper
Pencils
Crayons or markers
Large chart paper or marker board
Book: Tops and Bottoms, by Janet Stevens
Scissors
Preparation:
1. One pre-made Triangle Person. Do not add a lot of detail. Keep simple so that
the children will not copy what you have done.
Procedure:
1. Read the book, "Tops and Bottoms," by Janet Stevens
2. Ask the children if they ever help out at home. Is there anyone else who helps
out at home? What do they do? Stretch this concept of "help-out" past the home
and into the community. Ask the children if they can think of anyone that helps
the community? If no one offers any suggestions, ask them who helps if there is a
fire? A crime? Then re-ask the original question.
3. Make a list of all the community helpers the children can think of along with
what they do in the community. Ask how our communities would be different
without them. Do we really need them? Should we be afraid of them? This last
question is trying to break the stereotypical bounds that have been created
between such community helpers as the police force and society.
4. Once the list is complete, tell the children that they are going to get to create
one of those community helpers. Ask them if they have ever heard of the Triangle
People. Show them your example of a Triangle Person you have already made.
5. Ask them to go back to their desks and take out a pair of scissors. Take them
though steps a-d.
a. Take the 12 x 18" piece of paper and hole it the tall way.
b. Fold it from left to right (side to side).
c. Cut from the bottom open end to anywhere above the middle of the
opposite side. Show them that the higher you cut up, the taller the person.
d. Take the left over piece and cut it on the crease. These two pieces can
then be the arms of Triangle Person. Demonstrate how to place these on
the person by making an X with them on the back of the Triangle Person.
Show them that the points can face down or up.
e. Let them decorate the rest by themselves. Invite the children to
brainstorm on what they think certain community members may look like
(their uniforms). These may be written down next to their names and job
descriptions that were written down earlier. (Note: this part should be done
before you start to construct you Triangle People).
f. Depending on how much art experience the children have had in the
past, you may show them how simple geometric shapes can be
transformed into ordinary objects. For example, a blue circle cut in half
can be a policeman's hat.
6. After each child gets done, have them write a little bit about their community
member. If this is done in the beginning of the year, pre-made forms could be
made up to assist the children in their writing. For example:
My community member is a _________. He/She (let them circle or write in) helps
the community by ___________. What I like most about (the name of their
Triangle Person) is the way he/she _________________. Then leave a few blank
lines for the children to write anything else they want.
7. Have each child present their community member to the class either at the end
of the day or the following day (depending on when there is time). Hang these up
outside the door in a large circle format. In the center of the circle have the words,
"Our Community Circle."
Assessment:
Read students story and view community members to see students comprehension
of community members.
Bibliographical References:
http://www.lessonplanspage.com/SSOMembersInACommunity12.htm
Lesson Plan Title: Community Helpers
Connection: Social Studies, Language Arts, and Art
Grade Level: 3rd Grade
Time Frame: 2 one hour class periods
Introduction:
Many children see Community Helpers only as those people who wear uniforms
or have jobs that we see or hear about on television . The children often do not realize
there are many other workers who contribute to a successful community. The purpose of
this lesson is to help the children realize that it takes many, varied jobs for a city or town
to work as a community.
Objectives:
1. The student will as a group, list many, varied, and unusual jobs that people might
have.
2. The student will identify the purpose of the work done by their parents either in
the home or outside of the home.
3. The student will become aware of and appreciate many different jobs that make a
successful community.
4. The student will involve parents in a school learning activity.
Social Studies 3rd Grade PASS Standard(s) Addressed:
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
Materials:
Teachers Materials:
 A note home (explaining the project and asking for parental help)
 chart paper
 marker
 adult helpers to write stories
Student Materials:
 Paper
 pencil
 crayons
Procedure:
1. Make a list together as a class of the many jobs people might have.
2. Bring in a "tool of the trade" of one or both of their parents. The child should be
able to explain the tool as a part of their parents work. (Examples: wrench,
computer paper, measuring spoon, pampers.)
3. Parents may come in to demonstrate their "tool of the trade."
4. The children will draw and write (or dictate) a story about a person using their
parent's tool.
5. The children will draw and tell about what they might like to do when they grow
up.
Assessment:
Students will be assessed on their knowledge of their parents job by reading the
story they write about that job and about the job they want when they grow up. Their
story will also be checked for writing and grammatical errors.
Expansion:
 Display all the Community Helpers and the new "tools."
 Have the children add to the list of the many, varied, and unusual jobs that people
have.
 Share their stories with their classmates and families.
 Take field trips to appreciate the jobs performed by the various helpers.
Bibliographical References:
http://www.eduref.org/Virtual/Lessons/Social_Studies/Civics/CIV0005.html
Lesson Plan Title: People Who Work
Connection: Art, Language Arts, and Social Studies
Grade Level: 3rd Grade
Time Frame: One Forty-Five Minute Class Period
Introduction:
Students will brainstorm jobs that make up any community. Students are
introduced to the concepts of "profit" and "not-for-profit" in their own community.
Objectives:
1. The student will name community helpers.
2. The student will define the terms "for-profit" and "not-for-profit."
3. The student will give examples of non-profit jobs.
Social Studies 3rd Grade PASS Standard(s) Addressed:
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
Standard 5: The student will develop basic economic decision-making skills.
4. Explain the relationship between saving and spending, and describe the
value of setting a financial goal and developing a plan to reach it.
Materials:
 Children's literature that talks about careers and community helpers. See
Bibliographical References for some suggested books.
 Coloring pages of community helpers (coloring books available at teacher supply
stores or browse on the Internet—see Bibliographical References )
 Pictures of community helpers
 Paper and crayons, markers or colored pencils
 Volunteering in the Community (Worksheet)
Instructional Procedure(s):
1. Read aloud some books about careers and community helpers (see
Bibliographical References or read your favorites). As you read, lead the students
to recognize that communities have needs that are met by a large variety of jobs
and people who work. For example, we have the need to eat so farmers/grocery
stores provide food. Allow students to express connections to the jobs of the
people they know.
2. After reading, have students add to the chart paper list started in the previous
lesson about jobs that are necessary in a community. Encourage the students to
think of all of their needs and how they are met by community jobs.
3. Tell the students that some of these jobs/people produce money for a business
owner. Others of these jobs are "not-for-profit." Define profit as money earned
after the expenses and costs are covered. Give the example of a lemonade stand.
Once they pay back Mom for the costs of the ingredients and cups, the rest of the
money that they keep is profit. Define "not-for-profit" as something done for the
common good that does not produce a profit. Give the example of a museum that
provides a service for the common good. The museum takes your money to cover
the costs of the art exhibits and the pay of the employees (those that are not
volunteers, which is in the next lesson) but it doesn't earn a profit.
4. Display the list so all students can see all the pages. If you have small pictures to
affix next to each job in the list, it will help students with the rereading. With the
help of the students, indicate which community jobs are for profit and which are
"not-for-profit." There may be some gray areas, but some are clearly non-profit:
fire fighters, mail carriers, librarians and teachers.
5. Tell each student to choose one job from the list. The students should illustrate the
job using crayons, markers or colored pencils. The illustration should indicate the
"uniform" and tools required of the job. Labels should indicate whether the job is
for profit or not-for-profit. Additional information may include related interests,
education and personal information.
Assessment:
Use the following rubric to assess student understanding of the chosen career.
Score Description
4
Appropriate illustration of helper, materials or uniform of helper, and correct
label of profit or not-for-profit status of the worker.
3
Appropriate illustration of helper, materials or uniform of helper, but incorrect
label of profit or not-for-profit status of the worker
2
Two of the three elements are missing.
1
Illustration not pertaining to the topic discussed.
0
No illustration, no tools, no label.
School/Home Connection:
Interactive Parent / Student Homework: Send home worksheet “Volunteering in
the Community.” Have students talk with their families about volunteering and
community helpers. They should bring their homework in the following day.
Extension:
Talk about the difference between goods and services. Community helpers are
often seen as those who provide services such as mail carriers, police officers and fire
fighters. It may be confusing that these are not volunteer positions (although there are
volunteer fire fighters). Community helpers are paid for their work.
Play BINGO or Lotto with illustrations of community helpers on cards. On the
board, you can either put pictures of their tools, the buildings where they work or a label
of the job for students to match.
Bibliographical References:
Caseley, Judith. On the Town: A Community Adventure. Greenwillow, 2002. ISBN:
0060295848
Kalman, Bobbie. Community Helpers from A to Z. Crabtree Pub., 1997. ISBN:
0865054045
Kalman, Bobbie. What is a Community from A to Z. Crabtree Pub., 2000. ISBN:
0865054142
Pellegrino, Marjorie White. My Grandma's the Mayor: A Story for Children about
Community Spirit and Pride. Magination, 1999. ISBN: 1557986088
Rockwell, Anne. Career Day . HarperCollins, 2000. ISBN: 0060275650
First School.ws—Preschool Activities and Crafts: Community Helpers and Careers
coloring pages http://www.first-school.ws/theme/cp_comhelpers.htm May 26, 2004
Virtual tour of a fire station http://www.kent.wednet.edu/curriculum/vtours/fire/tour.html
May 26, 2004
http://www.learningtogive.org/lessons/unit168/lesson2.html
Lesson Plan Title: Joining Community Helpers
Connection: Language Arts and Social Studies
Grade Level: 3rd Grade
Time Frame: Two or Three Twenty-Minute Class Periods
Introduction:
This lesson is intended for use in the "Community Helpers" unit. For this lesson,
the role of a community helper from the governmental sector, the mail carrier, is
explored. Students will evaluate the importance of an efficient movement of products and
ideas in the community. The special tie between the National Association of Letter
Carriers and the United Way is investigated with the annual food drive held on the
second Saturday of May each year. Students participate with letters to inform and remind
adults of the campaign. The lesson concludes with a visit from another community
helper, a representative of a local United Way agency receiving the collected food. The
learners will write letters to other classes or their own families to participate in the
National Food Drive sponsored by the National Association of Letter Carriers, the U.S.
Postal Service and the United Way of America. It is the world's largest one-day food
drive.
Social Studies 3rd Grade PASS Standard(s) addressed:
Standard 1: The student will develop and practice the process skills of social
studies.
2. Examine and use children's literature to compare and contrast his or her
own community to other United States and global communities.
Standard 3: The student will analyze the human characteristics of
communities.
4. Examine the rights and responsibilities of individuals in and to their
communities, and identify actions people take to cooperate peacefully and
achieve common goals.
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
Standard 5: The student will develop basic economic decision-making skills.
1. Describe the difference between goods and services; explaining that, at
different times and places, people are both consumers and producers of
goods and services.
2. Explain that limits on resources (scarcity) require people to make
choices about producing and consuming goods and services.
Objectives:
1. The student will describe how the mail carrier and the United Way are community
helpers.
2. The student will trace the movement of ideas and goods in the community.
3. The student will explain how families can support giving and sharing in the
community.
Materials:
 Mail Carriers by Dee Ready (see Bibliographic References)
 Paper
 Pencil
 Stamps
 Envelopes
 Sample mail: letter, postcard, package, junk mail
Instructional Procedure(s):
1. Show the learners the letter (in an envelope), the postcard, the package and the
piece of junk mail. Ask them what community helper brings them to you.
2. Identify the community helper as the mail carrier. Like police and fire fighters,
they work for the government, not for a business that makes money. Ask the
learners to describe the mail carrier. (They can mention the blue uniform, the
letter pouch or mail cart, the white truck with red, white and blue stripes, and
maybe even the eagle on the logo.)
3. Read Mail Carriers (or one of the other books in Bibliographic References). As
you read, go over vocabulary words and let the learners define them. Examples
might be:
mail carrier: the person who brings the mail to a house or business
address: the number and street of a house or a business
deliver: to bring something to someone
mail: letters, postcards, packages which the mail carrier brings
post office: the government building where mail is brought to be delivered
and
where people buy stamps
route: the places the mail carrier visits every day to deliver the mail
mailbox: the place where the mail carrier puts the mail when it is
delivered; also,
the big box, belonging to the post office, where people drop
off their mail to be
delivered
pouch: the mail carrier's sack which holds the mail while it is being
delivered.
4. Using the geographic theme of "Movement," trace on a large sheet of paper the
"route" a letter or package would take on its way from one place to another.
(birthday card from Grandmother --> Grandmother's post office >> plane or truck
to your post office --> Grandmother's card sorted with other mail --> delivered by
your mail carrier to your mailbox)
5. Ask the learners how important it is to have a post office and mail carriers. What
would happen if the post office stopped delivering mail?
6. Tell the learners that mail carriers across the country have one special day a year
when they don't just deliver mail. On the second Saturday of May, they pick up
cans of food that people donate for those who don't have enough to eat. On
another large sheet of paper, trace the "route" that these canned goods take to get
to the people who need them. (my house --> mail carrier --> my post office -->
United Way agency --> hungry people)
7. Ask the learners if they think this is a good way to get food to the hungry.
(Explain that the mail carrier doesn't deliver food to hungry people. There are
special agencies that know who needs the food and gets it to them.) Ask the
learners if they would like to get involved with this special day. Explain that the
giving and sharing of things we have to help others is called philanthropy.
8. Invite a representative of a local food bank, pantry, shelter (a United Way agency)
that receives food to visit the class and explain how their work helps the
community. Explain that the people from United Way agencies who provide help
to the community are also known as community helpers. They work in nonprofit
agencies which serve to help people, not make lots of money.
9. As a group effort, design a letter that each student can write to remind others to
donate a can of food on the second Saturday of May. The letters can be delivered
to other classes in the school, can be taken home or sent to each child's home in
time for the drive.
Assessment:
The completed letter, as well as student participation in the discussion, will serve as an
assessment.
Extension:
Students can visit the local post office or the local United Way agency. Some students
may wish to start a stamp collection. Instructions are provided on page 22 of Mail
Carriers.
Bibliographical References:
Kottke, Jan. A Day with a Mail Carrier. New York: Children's Press, 2000. ISBN:
0516230158.
Ready, Dee. Mail Carriers. Mankato, Minnesota: Capstone Press, 1998. ISBN:
1560655577.
Schaefer, Lola M. We Need Mail Carriers. Mankato, Minnesota: Capstone Press, 2000.
ISBN: 0736803920.
Siracusa, Catherine. No Mail for Mitchell. New York: Random House, 1990. ISBN:
0679804765.
http://www.learningtogive.org/lessons/unit15/lesson1.html
Lesson Plan Title: Health Care Helpers
Connection: Science, Social Studies, Visual Arts
Grade Level: 3rd Grade
Time Frame: 30-60 minutes
Introduction:
Who are the people who keep us healthy and safe? Kids learn more about rescue
and medical careers by showing these caregivers in action.
Objectives:
1. The student will learn basic safety rules and how to call 911 (or the proper
local number) in an emergency. These rules are tailored to children with
special needs if applicable.
2. The student will understand the importance of health care and emergency
personnel such as ambulance crews, EMTs, doctors, nurses, police officers,
and fire fighters.
3. The student will create a poster or diorama depicting how health and safety
personnel help people.
Social Studies 3rd Grade PASS Standard(s) Addressed:
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
Materials:
 Fine Line Markers
 Colored Pencils
 Markers
 Multicultural Markers
 No-Run School Glue
 Blunt-Tip Scissors
 white paper
 construction paper (red, white and blue)
Procedure:
1. Choose a health or safety topic such as taking care of your teeth, riding bicycles,
fire prevention, or doing regular exercise. With Colored Pencils, write a list of
basic health or safety rules that apply to this topic.
2. Find out the ways that health and safety personnel help people in daily life and
during emergencies. Learn what local telephone number to call in an emergency,
and the information you will need to provide. Find out about what health care and
emergency workers do in your community.
3. Imagine and design a poster or diorama showing a scene in which these workers
are helping people. To make a poster, for example, you might cut blue
construction paper in half on the diagonal with Scissors. Attach it to white
construction paper with School Glue. Glue this sheet onto red construction paper.
Write Call 911 (or your local emergency number), or other safety messages
around the edge.
4. On more white construction paper, use Washable Markers, Multicultural Markers,
and Fine Tip Markers to make figures of people, cars, bikes, ambulances, EMTs,
doctors and/or nurses, fire fighters, police officers, and other people who might be
involved. Cut out figures and glue them on the poster.
Assessment:
View student’s safety rules and poster to see what the student has learned about
Health care helpers.
Expansion:
 Invite health care or emergency workers to speak with children on topics of
interest to them. Or visit fire stations, hospitals, and other community worker
facilities.
 Older children pursue the history of medical inventions, research a medical
condition, or explore recent medical and emergency breakthroughs.
 Interview a health care provider to learn what educational requirements and
personal attributes are necessary for success in the field. What has been their most
challenging situation? What are the rewards of the career?
Bibliographical References:
http://www.crayola.com/lesson-plans/detail/health-care-helpers-lesson-plan/
Lesson Plan Title: Working Together
Connection: Language Arts, Social Studies, visual Arts
Grade Level: 3rd Grade
Time Frame: 30-60 minutes
Introduction:
Think about careers! Have the students picture where and how they would like to
work and whom they would like to work with. This lesson is to get students excited about
careers and to learn more about them.
Objectives:
1. The student will research different types of jobs and locations that interest
them.
2. The student will create original artwork depicting their job preference, coworkers, and locales.
3. The student will write journal entries about a day at work in the job they
illustrated.
Social Studies 3rd Grade Pass Standard(s) Addressed:
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
Materials:
 Colored Pencils
 Markers
 white paper
Procedure:
1. Find details about at least three different jobs that you might like to do as an adult:
education, skills, setting, compensation, career opportunities, and other
characteristics.
2. Choose a place where you would like to live, such as the city, a farm, or a small
town. What kinds of jobs are available in these locations?
3. With Washable Markers, draw a picture of yourself working together with other
people in a job that particularly interests you. Include details about the work
environment, such as landscape, buildings, and equipment.
4. Write a pretend journal entry about your day at work, from breakfast to bedtime,
using Colored Pencils.
Assessment:
Read student’s research and journal entry to see what they have learned about the
different jobs.
Expansion:
 Interview classmates' parents or other community workers about their jobs. Visit
their workplaces for first-hand knowledge.
 Children who are emerging readers explore familiar community jobs, such as
librarian, grocery clerk, or farmer.
 Study various places in the world. Draw a picture about the culture, and imagine a
person who lives and works there.
Bibliographical References:
http://www.crayola.com/lesson-plans/detail/working-together-lesson-plan/
Lesson Plan Title: Showcase Your Caring Community
Connection: Language Arts, Social Studies, and Visual Arts
Grade Level: 3rd Grade
Time Frame: 30 to 60 minutes
Introduction:
The students will brainstorm to think of community leaders and how they help the
community. They will then honor the community leader by making a banner in their
honor.
Objectives:
1. The student will identify community helpers and the traits they possess.
2. The student will select and define a word that describes a leader in their
community.
3. The student will design a banner showcasing the leader’s contributions to the
community
4. The student will showcase the community’s leaders by creating colorful banners
honoring their commitment and service.
Social Studies 3rd Grade PASS Standard(s) Addressed:
Standard 3: The student will analyze the human characteristics of
communities.
3. Examine the purposes of government (e.g., providing essential services
and protecting people and property from the actions of others) and identify
representative leaders and their roles in the community.
4. Examine the rights and responsibilities of individuals in and to their
communities, and identify actions people take to cooperate peacefully and
achieve common goals.
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
4. Describe how people affect and change their environments (e.g.,
farming, building dams, and putting up yard lights).
Materials:
 Crayons
 Colored Pencils
 Scissors



white paper
straight edge
Brads
Procedure:
1. With your classmates, think about caring people who are leaders in your
community. What jobs or volunteer work do they do? What are some of their
most admirable traits? Make a list with Colored Pencils. Choose a trait and
identify someone in your community to honor that lives up to that characteristic.
Try to choose a variety of people with different roles and backgrounds.
2. Using Scissors cut out two large, identical banners from white paper. On one
banner, write the leadership trait in large letters with the colored pencils and
Crayons. Check in a dictionary and write a short, crisp definition of the trait.
Add borders and decorate the banner.
3. On the second banner, show your leader demonstrating the trait you chose.
Underneath the illustration, write a sentence describing the person, job, and
community contributions. Add design elements so your banner looks colorful
and appealing.
4. Use brads to attach all of the class banner sets together. Display them in your
classroom, school hallway, or other public place.
Assessment:
Read student’s work to see what they researched about their community leader
and what they learned. Also look for writing and grammatical errors.
Bibliographical References:
http://www.crayola.com/lesson-plans/detail/showcase-your-caring-community-lessonplan/
Lesson Plan Title: Community Helpers WebQuest
Connection: Technology and social studies
Grade Level: 3rd Grade
Time Frame: One hour of a single class period
Introduction:
Who are the people in your neighborhood? It is time to find out!
You have just moved to Tully Town. Tully Town is a special town with special
citizens. It is your job as a new neighbor, to meet the people in your
neighborhood. Then you will tell the class about your favorite neighbor.
Objectives:
1. The student will identify different community helpers.
2. The student will surf the web for different community helper activities.
Social Studies 3rd Grade PASS Standard(s) Addressed:
Standard 4: The student will examine the interaction of the
environment and the people of a community.
3. Describe how communities depend upon workers with
specialized jobs, giving examples of ways in which they
contribute to the exchange of goods and services.
Standard 5: The student will develop basic economic decisionmaking skills.
1. Describe the difference between goods and services;
explaining that, at different times and places, people are both
consumers and producers of goods and services.
Materials:
 Computer
 Internet access
 Pencil
The Task:
As a citizen of Tully Town, you will need to record the names of the people you
meet. On your Community Helper Sheet, you will draw a picture of each person
you meet and the name of their job. You will orally present the information you
learned about the three people you meet in Tully Town.
Procedure:
1. Print the Community Helpers of Tully Town sheet.
2. Visit the Community Club
http://teacher.scholastic.com/commclub/index.htm
3. At the Community Club, you will meet several new neighbors. Listen
to the stories of at least three community helpers.
4. Draw a picture of your favorite community helper using KidPix.
5. Print the picture.
6. On the printed picture, write the name of your chosen community
helper.
6. Describe your favorite community helper to describe to the class.
Assessment:
Beginning
1
Student will
Student
name community names 0-1
helpers.
community
helpers.
Developing
2
Student
names 2-3
community
helpers.
Student will
describe the job
responsibilities
of community
helpers.
Student
describes
no jobs.
Student
describes 1 Student
job using describes 2-4
little
jobs.
description.
Student
describes 47+ jobs
using detail.
Student
does not
identify
favorite
community
helper and
places no
information
on graph.
Student
identifies
favorite
community
helper only.
Student
does not
place
information
Student
identifies
favorite
community
helper and
places
information
on graph
correctly.
Student will
identify their
favorite
community
helper and place
this information
on a graph.
Accomplished
3
Student names
4-6
community
helpers.
Student
identifies
favorite
community
helper and
places
information on
graph
incorrectly.
Exemplary Score
4
Student
names 7+
community
helpers.
on graph.
Student will
create a picture
of a community
helper and
identifies it
orally.
Student
does not
create
picture.
Student
creates
picture.
Student
creates
recognizable
picture but
does not
identify the
helper orally.
Student
creates
recognizable
picture and
identifies
helper
correctly.
Bibliographical References:
Sesame Street
Scholastic-Community Club Page
Connected University
The WebQuest Page
http://www.geocities.com/latully/communityhelpershome.html
Lesson Plan Title: Community Helpers
Connection: Language Arts, Art, and Social Studies
Grade Level: 3rd Grade
Time Frame: 30-35 minutes
Introduction:
Learning about different careers. Students need to understand that there are people
that have different types of jobs that all help the community in some way.
Objectives:
1. The students will be able to name some of the different types of helpers there are
in their community.
2. The students will also be able to write down how the different helpers benefit or
help the community.
Social Studies 3rd Grade PASS Standard(s) Addressed:
Standard 4: The student will examine the interaction of the environment and
the people of a community.
3. Describe how communities depend upon workers with specialized jobs,
giving examples of ways in which they contribute to the exchange of
goods and services.
Materials:
 The book -Community Helpers from A to Z by Bobbie Kalman
 Blank sheets of paper for drawing
 Writing paper
 crayons, colored pencils
 pencils
Procedures:
1. The teacher will read the students the book Community Helpers from A to Z.
2. The teacher and the students will discuss some different types of community
helpers from the book and list them on the board.
3. The teacher and the students will come up with ways the helpers listed on the
board help the community.
4. The teacher will then tell the students to select one community helper.
5. The teacher will tell the students to draw a picture of the community helper and
write down three ways in which that person helps the community.
6. The teacher will walk around the room and help students that need it.
Assessment:
The teacher will be able to see if the students understood the lesson by having
several students share what they did with the class after everyone else is finished. The
teacher will also be able to see if the students understood the lesson by walking around
the room while the students are working and seeing if they are doing it right.
Adaption:
Every student will be able to benefit from this lesson because all three of the
different learning modalities are addressed. The visual modality is addressed when the
students watch the teacher read the book and when the students share what they did about
a community helper. The auditory modality is addressed when the students listen the
teacher read the book and gives instructions on what the students are supposed to do. The
kinesthetic modality is addressed when the students draw and write about the community
helper they choose.
Bibliographical References:
http://teachers.net/lessons/posts/1043.html
Learning Objectives
Instructional Activities
K1-K6
Pretest
Student will complete
Lesson Plan #1,2,3,4,5, 10 attached assessment
worksheet.
The student will illustrate the
importance of community
helpers (S1)
Lesson Plan#1, 2, 3, 4,5 ,
6 , 7, 8, 9, 10
The student will interview an
Lesson Plan# 3, 5, 8
individual in their community
about their selected career (S2)
The student will draw what
they think their selected career
person should look like (S3)
Lesson Plan #1, 2, 7, 6, 9,
10
The student will chart what
careers they favor. (S4)
Lesson Plan #3, 7, 10
Based on a poll of student
interest
The students will graph
income data from their
“Community in Action”
activity. (S5)
Lesson Plan #4
“Community in Action”
activity.
The students will discover a
selection of careers through
show and tell. (S7)
Lesson Plan #1, 2, 3, 5, 6,
8, 10
Format for Assessment
Students will write a short
paper addressing the
benefits community
helpers provide to the
community. Students will
also create illustrations.
Writing rubric
Students will complete a
questionnaire with at least
5 reasonable questions
and responses.
Writing Rubric
Drawing a picture of a
chosen career person.
Students will conduct a
classroom poll on career
preferences and together
create a class chart.
Class Cooperation chklist
Students will create a
graph as a class
illustrating their income
after being active in “the
community”.
Class Cooperation chklist
Students will actively
participate in questioning
guests as well as write a
paragraph about the career
they found most
interesting.
Writing Rubric
The student will act out their
selected career in the
“Community in Action”
activity. (S6)
“Community in Action”
activity.
The students will design their
own community in the
classroom (“Community in
Action” activity)(H1-H3, H5,
H8-H9)
“Community in Action”
activity.
The student will determine
three likes and dislikes about
their chosen career (H4)
“Community in Action”
activity.
The student will be able to
compare and contrast urban
and rural communities. (H6)
Students will vote on a variety
of careers to rate the students
preferences. (H7)
Class discussion while
introducing careers such
as farmer
Lesson Plan 1incorporate class opinion
poll prior to in depth
career study
-Poll again after
“Community in Action”
The student will evaluate the
“Community in Action”
activity. (H10)
“Community in Action”
activity.
K1-K5
Post Assessment
Student will take on the
personality of a selected
career and illustrate at
least 3 characteristics of
the career (ex: dress,
tools, terminology, etc.)
“Community in Action”
chklist
Students will work
cooperatively to decide
what careers are necessary
as well as how their
community will “work”
“Community in Action”
chklist
Students will list their
likes and dislikes and
share at least one of each
with the class. Writing
Rubric
Students will create a
Venn Diagram.
Venn Diagram Rubric
Students will hold a
classroom poll and
evaluate the votes to rate
what students think is the
best career to have.
Class Cooperation
Checklist
The student will write a
paper on their opinion of
how well the classroom
community worked. They
will identify the things
that were beneficial as
well as the things that
could have been changed.
Writing Rubric
Student will complete
attached assessment
worksheet.
6.Anticipatory Planning
Questions students may ask:
1. Why do we need jobs?
2. Why are there so many jobs?
3. Why do some jobs get more money than others?
4. Why do we use money?
5. Why do we have to work together?
6. If you make more money does that mean your job is better?
7. Who decides what job you get?
8. Which job is the most important?
9. Which job is the least important?
10. Which job makes the most money?
11. Which job makes the least money?
12. How do jobs make a community?
13. How can we help each other by doing jobs?
Individual and Small Group Projects:
1. Interview parents to find out the importance of jobs.
2. Research with group different jobs and salaries.
3. As a class make a chart of jobs and salaries.
4. After each student is given a job they must research it and explain why it is
important.
5. Have a store so students learn the importance of money.
6. Do a community in action project in classroom so students learn how a
community works together and how jobs create a community.
7. Have students get in groups and list ways different jobs help other jobs.
8. Have students make a web connecting jobs to other jobs that they help.
9. Have each student read a book about different jobs and write a summary of it.
10. Have students dress up as their favorite job.
11. Have students in groups analyze a book about community helpers.
12. Have students interview someone in the career they are interested in.
13. Make a chart of the careers that students are interested in.
14. Have students write a poem about their favorite career.