g) Unit Plan- Community Helpers Grade 1

Running Head: COMMUNITY HELPERS

Community Helpers: First Grade

Unit Plan

Presented to

Joan M. Kern, Ph. D.

Department of Education

Cedar Crest College

In Partial Fulfillment

of the Requirements for

EDU 374 Professional Seminar

by

Eva Barrett

April 13th 2016

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COMMUNITY HELPERS

Table of Contents

Overview……………….………………………………………………………………………… 3

Goals and Objectives…….………………………………………………………………………..4

Cognitive ………...………………………………………………………………………………..4

Affective…..…………..…………………………………………………………………………..4

Psychomotor………………………………………………………………………………………4

Content Outline……………………...…………………………………………………………….5

Lesson Plans………..…….………………………………………………………………………..6

Lesson 1: What Is A Community?…………………………………………….…………………..6

Lesson 2: What Does A Mail Carrier Do?…….......................................…………………………8

Lesson 3: What Do Police Officers Do?….………………..…..…….……………………….… 11

Lesson 4: What Does A Farmer Do?............…..…………………………………...……………14

Lesson 5: What Does A Firefighter Do?…………………………...…………………………….17

Lesson 6: Doctors…………………………………………………………………….………….19

Lesson 7: Bank Tellers ……………………………….…………………….……………………21

Lesson 8: Instructors and Teachers……………………..….……….……………………………23

Lesson 9: What is Your Role?…………………...……..……………..…………………………25

Lesson 10: We Value Community Helpers……..…………………………………….…………27

Unit Assessment……………….…………………………………………………………………29

Unit Assessment Key…………………………………………………………………………….31

Appendices………..……………………………………………….………………………………

3Unit

Resources…………………………………………………………………………………...35

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Overview

This unit will focus on the significance of six community helpers and their impacts on

other members of the community. Students may not be aware that they are members of a

community or what the word “community” means. Students should be introduced to the idea of a

community as a group of people who live or work in the same place. Students should then be

introduced to the idea of interdependence between individuals in the community through the

study of community helpers. The goal of this unit is not only to inform students about the duties

of various community helpers, but to also instill in students an appreciation for every member of

the community and the unique roles they serve. The unit does not introduce a community level

beyond town, as it would be a difficult idea for first grade students to conceptualize. Learning

activities presented in this unit allow for students to engage and explore ideas through a hands on

approach.

This lesson is meant to be taught to first graders, however it may be appropriate for

second grade students as well. The academic standards being covered include English Language

Arts, as well as History. The primary standard being touched upon is Pennsylvania Core- History

Standard 8.2.1.A, which reads “Identify groups of people who contribute to a community.”

Writing components are present in this unit, but they are not the main focus. Only social studies

objectives of this unit are to be formally assessed.

This unit can be taught at any point during the school year. The unit will span

approximately five to seven weeks, with two lessons being covered each week. Each lesson

should take approximately 35 to 40 minutes. The community helper lessons do not have to be

taught in a particular order, which allows some flexibility to the unit.

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Goals and Objectives

Cognitive Domain

Students will be able to identify at least one person that is found in the four communities

they are part of given project materials.

Students will be able to identify two roles of a mail carrier given writing paper.

Students will be able to identify two roles of a police officer given writing paper.

Students will be able to identify two roles of a farmer given writing paper.

Students will be able to identify two roles of a firefighter given writing paper.

Students will be able to identify two roles of a doctor, given writing paper.

Students will be able to identify two roles of a bank teller, given writing paper.

Students will be able to identify two roles of a teacher, given writing paper.

Students will be able to write two complete sentences about the importance of learning

and new ideas given writing paper.

Students will be able to write one sentence given a slip of writing paper.

Students will be able to identify two duties of a community helper given writing paper.

Affective Domain

Students will be able to explain what they think about a community helper using one

descriptive word (adjective), given writing paper.

Psychomotor Domain

Students will create mail carrier project given a booklet page and crayons.

Students will create a police officer project given a booklet page and crayons.

Students will create a farmer project given a booklet page and crayons.

Students will plant a seed in soil given planting materials.

Students will create a firefighter project given a booklet page and crayons.

Students will create a doctor project given a booklet page and crayons.

Students will create a bank teller project given a booklet page and crayons.

Students will create a teacher project given a booklet page and crayons.

Students will create a community helper page for themselves a booklet page and crayons.

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Content Outline

I. Introduction to community

a. What Is A Community?

II. Town Community Helpers

a. Mail Carrier

b. Police Officer

c. Farmer

d. Firefighter

e. Doctor

f. Teachers and Instructors

III. Your Role In The Community

a. Students

IV. Conclusion

a. Appreciating Helpers

b. My Community Assessment

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Lesson PlansLesson 1: What Is A Community?Time: 35 minutes

Rationale: As members of many different communities, students should be aware of the people that make up a community.

Objectives: Students will be able to identify at least one person that is found in the four communities

they are part of given project materials.

PDE/National Standards8.2.1.A.Identify groups of people who contribute to a community.

Materials: 5 Rainbow pages (1 red, 1 orange, 1 yellow, 1 green, 1 blue) Paper people (See Appendices, Materials (B)) Scissors Glue Crayons*Prepare 5 page booklets for students prior to teaching lesson.

Introduction: Bring students to the carpet. Ask students to raise their hands if they have any friends form different classes at school. Ask students to think about what everyone who is in a class at this school has in common. Tell students that they are all part of the school community. Ask students to raise their hands if they have friends from different schools in Bethlehem, or if they know any neighbors that are not yet in school. Ask students to think about what everyone that lives in Bethlehem has in common. Tell students that they are part of the community of Bethlehem. Explain to students that today they will be thinking about the different communities they are part of.

Procedures/Strategies: Show students the word “community” and have them say it a few times. Remind students that everyone in this school is part of the school community. Tell students to stand up and carefully tap the shoulder of someone who is part of the

same classroom community. Make sure students tap another classmate. Have student go to their seats and sit down. Tell students tat they should have tapped another classmate because everyone in the class

is part of the classroom community. Tell students to whisper to the person next to them one person that is part of their home

community. Walk around and monitor students as they share. Quickly, have each student share one person that is part of their home community. Explain to students that anyone who lives at the home is part of the home community.

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Next, ask students to raise their hands to share who would be part of the school community. Call on a few students.

Tell students that anyone that is part of the school is part of the school community. Ask students what they think “community” means. Call on a couple of students to share

their ideas. Tell students that a community is a group of people that live or work in a certain place

together. Show students an example of the project they will be making. Tell students that they will be making community booklets. Each page will show a

different community they are part of. The pages go in order form smallest to largest. Tell students that the first page would be their home community, next would be their

classroom community, then comes their school community, and finally they would have their town community.

Explain that each page students will write the name of the community, and then decorate a person that they would find in that community. They should be specific. For example, their sister might be part of their home community, but their friend from class will be in their classroom community. So they should look different and be labelled.

Tell students that they should also draw little pictures that represent the different communities on each page.

Write the following words on the board for students to reference: community, home, classroom, school, town, Bethlehem, brother, sister, mom, dad, grandma, friend, teacher, principal, mayor, police officer, doctor, store clerk, fire fighter, repairman.

Read the list to students and tell them to think about where they might find those various people.

Tell students that they must pick up a booklet, and five paper people, which will include one for themselves, and one for each community.

Call students by table to collect materials and begin working. When projects are finished they will be collected.

Accommodations: Directions will be given multiple times, in small steps. One on one assistance will be provided for students that need it.

Closure: Go around the room, and ask students to share someone that they included in one of their communities. Tell students that a community is a group of people that live or work together in a certain place. Tell the class that they will be doing more work about communities in days to come.

Evaluation:Informal: Students will be observed while sharing people found in various communities at the beginning of the lesson and then again at the end of the lesson.Student booklets will be spot-checked for appropriate placement of people.

Lesson 2: What Does A Mail Carrier Do?

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Time: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. Our town communities would be much more difficult and inconvenient if it weren’t for mail delivery people.

Objectives: Students will be able to identify two roles of a mail carrier given writing paper. Students will create mail carrier project given a booklet page and crayons.


Materials: Cardstock pages (4.5” x 6.5”) People cut outs (See Appendices, Materials (B)) Crayons Glue Scissors Lined writing paper Fake mailboxes Fake letters Fake Package Tape*Prepare cardstock booklet pages for students prior to teaching lesson, by gluing one paper person and one piece of cut lined paper to cardstock.

Introduction: Bring students to the carpet. Show students a fake letter. Ask students how they would get the letter to an aunt or uncle. Take ideas from students. Ask students who brings the mail. Tell students that a mail carrier is a community helper that helps us get our mail form one place to another, but a lot of work goes into it. Remind students about their community books. Ask students which community the mail carrier would be part of. Tell students that a mail carrier would be part of the town community, and they are essential to our town running smoothly.

Procedures/Strategies: Ask students what they think mail carriers do. Write their notes on the board. Ask students what they think people would do if we did not have mail carriers. Explain to students that mail carriers to carry mail form one place to another, but there

are a lot of tasks that they do that we don’t see. Show students a fake latter and explain that the fake address is important for the mail

carrier to know where to deliver, but mail carriers must also plan how they will deliver. Ask students what they think they should do if they had two letter to same house and one

letter to a house far away.

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Explain to students that mail carriers are responsible for making a route, and organizing the mail they are delivering, so that it can be deliver as quickly as possible.

Show students a fake package, and as if they’ve every had a package delivered. Ask students if they have ever seen a family member sign off for a package. Tell students that mail carriers must ensure that mail is going to the right person because

mail is private. Also to ensure privacy, they need to make sure packages and envelopes are sealed. Sometimes packages will be held if someone can not sign off for them. The people then

have to be notified. Ask students if they know what times and day mail carriers work. Tel students that mail carriers deliver mail every day of the week besides Sunday. Tell students they will do a little activity. They will be paired with a partner and given some fake mail to deliver to different

mailboxes around the room, like a mail carrier would do. They need to tape any open letters and try to deliver mail as quickly as possible. They should organize mail by street addressed first. Show students where mailboxes are. Use popsicle sticks to pair students. When pairs are called they may collect a mail bag

and find a spot on the carpet to sit. They must wait to begin. When all students have been paired, they may begin sorting and delivering mail. When pairs finish they can return mail bags. Check all mailboxes when pairs have finished to ensure all mail was delivered correctly. Have all students go back to their desks once the activity is over. Show students the mail carrier project example and tell students they will be creating a

project of their own to make a town community helpers book. Explain to students that they should write two sentences about what mail carriers must

do. Show students how they can glue their sentences onto one side of the paper, and glue

their paper people onto the other side. They can also glue clothing and a bag onto the mail carrier and color.

Remind students to look at what was written on the board in the back of the room. Pass out a prepared booklet page to each student. Monitor students as they work, and check sentences for accuracy and spelling. Remind students to initial their projects or write their names very small at the bottom of

their booklet pages. Collect project from students as they finish.


Closure: Ask students to turn to a neighbor and share what we might do if we didn’t have mail carriers. Ask them to share what they think would happen if mail could not get around to where it need to go. Tell pairs that once they have shared with each other they can raise their hands to share with the entire class. Call on pairs to share with the class.

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Evaluation: Informal: Student sentences about the roles of mail carriers will be spot checked for accuracy.Students will be assessed based on responses during group discussion about the importance of mail carriers in the community at the end of the lesson.

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Lesson 3: What Do Police Officers Do?Time: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. Our town communities would not be as safe if it weren’t for police officers.

Objectives: Students will be able to identify two roles of a police officer given writing paper. Students will create a police officer project given a booklet page and crayons.


Materials: Cardstock pages (4.5” x 6.5”) People cut outs (See Appendices, Materials (B)) Crayons Glue Scissors Lined writing paper Small whiteboards Whiteboard markers Whiteboard erasers Police Officer photo Street sign images*Prepare cardstock booklet pages for students prior to teaching lesson, by gluing one paper person and one piece of cut lined paper to cardstock.

Introduction: Bring students to the carpet. Tell students that they will learn about another community helper today. Tell them that this community helper will be revealed with a guessing game. This community helper, like the mail carrier is part of the town community.

Procedures/Strategies: Tell student that they will listen to all hints, and then give a guess at which community

helper I being described. They do not have to spell the name correctly, but they should try their best.

Pass out whiteboards, whiteboard markers, and erasers to students. Give the students the first hint: I wear a uniform and a hat. Give the second hint: The car I drive has a siren. Give the third hint: I make sure the town is safe. Give the fourth hint: I teach others about the law. After four hints are given, all students to write their guesses on their boards, but do not

hold them up. Count to three and have students reveal their guesses.

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Tell students that the community helper was a police officer. Have students echo police officer. Tell students to erase their whiteboards, and place their, boards, markers and erasers

down. Ask students why it is important to have police officers that enforce rules and the law,

and teach others about it. Remind students that laws are rules that people must follow to keep order and stay safe. Tell students to whisper to a neighbor why they thin it is important to have police officers

in the community. After a couple of minutes, allow a few pairs to share their ideas. Emphasize to students that laws and rules keep people safe, and by understanding them

and following them, our community members are safe. Explain that police officers do arrest people that break laws, because when people break

laws it makes things unsafe for themselves and others in the community. Tell students that they are going to see some pictures. If they know what the pictures are

they can raise their hands. Show students the pictures of a stop sign, a crosswalk sign, a speed limit sign, a “no

trespassing” sign, and a burglar. After showing students the stop sign, crosswalk sign, speed limit sign, and “no

trespassing” sign ask them why it is important that police officers make sure community members follow the rules these signs set.

Explain that people might get hurt if they are not following the rules that the signs set. After showing students the burglar sign, ask students why it is important that police

officers look out for people that break laws. Explain that police officers help to keep people that could potentially hurt or endanger

others away from the community. Tell students that police officers also teach children and adults about the law, so that they

know how to be safe members of the community. Show students arts and crafts materials to create a police officer booklet page. Tell students that they will write two things that police officers do in our community.

Once they are done writing, they can create their police officer craft. Call students to return whiteboards, markers, and erasers. Have student return to their

desks. Pass out a new booklet page to each student. Have student look at the lined side of their page, and tell them they may begin working. Model beginning the sentence on the board for students. Monitor students as they work. As students finish, collect booklets back.


Closure: Now explain to students that they will break into groups to think of a law or rule that they think police officers should enforce to keep the community safe. Students may sit and talk in a safe areas of the classroom. Give the example: Police officers should make sure no one is

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selling poisonous foods or drinks, because that could make people very sick. Count students off in to groups of three or four. Ask a student to repeat directions back before beginning. Walk around and monitor students. After a few minutes send students back to their seats. Allow one or two students to share their ideas.

Evaluation: Informal: Student sentences about the roles of police officers will be spot checked for accuracy.Students will be assessed based on responses during group discussion about the importance of police officers.

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Lesson 4: What Does A Farmer Do?Time: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. Farmers are very critical to a functional society, especially in areas where crops are a major commodity.

Objectives: Students will be able to identify two roles of a farmer given writing paper. Students will create a farmer project given a booklet page and crayons. Students will plant a seed in soil given planting materials.


Materials: Cardstock pages (4.5” x 6.5”) People cut outs (See Appendices, Materials (B)) Crayons Glue Scissors Lined writing paper Farmer picture Flower seeds Soil Planting containers Crop Care sheets (See Appendices, Materials (A))*Prepare cardstock booklet pages for students prior to teaching lesson, by gluing one paper person and one piece of cut lined paper to cardstock.

Introduction: Bring students to the carpet. Tell students that they will learn about another community helper today. Explain that everybody that eats benefits from the work of this community helper. Explain to students that today they will be learning about the job of a farmer.

Procedures/Strategies: Group students into threes or fours. Allow students to turn and talk with their groups about what they think farmers do. Open discussion with the class about what they think farmers do. Take a survey of the class by having students raise their hands. Ask students to raise their hands if they drink milk, then if they eat bread, and then if they

eat vegetables. Count up the number of students who raised their hands and tell students that farmers

work hard to provide them with nutritious food. Explain to students that farmers do not just live on farms and raise animals in barns, but

they also manage acres and acres of land and produce that they then sell out to others.

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Give students the idea of an acre, and then tell them that farmers sometimes have famers that are hundreds of acres large.

Explain that animals are very important and difficult to take care of as well, but today we are going to focus on farming crops.

Ask students if they would ever pull vegetable out the ground and eat them. Explain to students that farmers must do a lot in order to get food ready to be sold. Land

must be kept up with, and kept safe from pests and even chemicals sometimes. Mention “organic” farming. Tell students that farmers must make sure that they water, and gather their crops at very

specific times. Since there are so many crops, farmers are always busy. When crops are gathered, they may be cleaned and prepared at the farm. Sometimes they

are even sold at famer’s markets located at the farm itself. Small farms might have markets, but large scale farms may sell out to large food

companies. Ultimately, unless you grow all of your food on your own, you are benefitting from the

products of farmers. Tell students that we have farms in our area, which they may have passed. Today we will be doing an activity that is similar to planting a crop. Show students soil, containers, and seeds. Explain to students that they will be planting a flower “crop,” and they will have to take

care of it for it to grow and eventually be “sold,” or eaten. Demonstrate the planting process to students. Explain to students that they will come to the back table and plant their crops four at a

time. Everyone else should begin their farmer booklet page. Have students go back to their desks, and pass out blank booklet pages. Tell students they must write two details about what farmers do or why they are

important on the lined paper side of their booklet page. Then they must draw a farmer on the picture side.

Discuss with students why farmers are important and what they do. Tale notes on the board and begin the first sentence for students as “Farmers help our community by…”

Begin calling students by fours to come to the back and plant a crop with you.


Closure: Collect farmer booklet pages as students finish. Talk t students about the responsibilities of growing a “crop.” Then explain to students that they may take their crops home and take care of them. Send home “care,” sheets with students. Invite students to bring in a picture of their flower if they are able to take care of it until is blooms.

Evaluation: Informal: Student sentences about the roles of farmers will be spot checked for accuracy.

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Students will be assessed based on responses during group discussion about the importance of farmers in the community.

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Lesson 5: What Does A Firefighter Do?Time: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. Firefighters need to be recognized and valued as heroes in the community that respond to a variety of emergencies.

Objectives: Students will be able to identify two roles of a firefighter given writing paper. Students will create a firefighter project given a booklet page and crayons.


Materials: Cardstock pages (4.5” x 6.5”) People cut outs (See Appendices, Materials (B)) Crayons Glue Scissors Lined writing paper Firefighter picture Small whiteboards Whiteboard markers Whiteboard erasers Paper plate hose piece Paper hoses traced Blue tissue paper*Prepare cardstock booklet pages for students prior to teaching lesson, by gluing one paper person and one piece of cut lined paper to cardstock.*Hoses must be traced on construction paper prior to teaching lesson.

Introduction: Bring students to the carpet. Tell students that they will learn about another community helper today. Explain that the community helper they will be talking about today is a mystery, so they will have to make some guesses.

Procedures/Strategies: Pass out small whiteboard, markers, and erasers to students. Tell students to listen carefully as you give them clues about the community helper. Tell students to wait until all clues have been given and then to reveal their guesses. Say: I drive a special vehicle for my job. I wear a uniform, and a special hat. You may

call me in the case of an emergency. I use a hose and extinguisher. Allow student to reveal their guesses. Show students a picture of a firefighter. Allow students to raise their hands and share what they know about firefighters.

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Tell students that firefighters are first responders to emergencies. They not only respond to fire emergencies, but they also respond to emergencies, such as chemical emergencies, floods, or other rescues.

Explain that firefighters are trained to work with very sophisticated equipment. Firefighters may be full time, or have other full time jobs. Either way, firefighters

respond to emergencies as soon as they are notified. Dealing with emergencies is very dangerous and a huge responsibility. Firefighters are dedicated individuals.

Ask students if they know which other community helper firefighters work very closely with. Tell them that this community helper was already discussed.

Allow a couple students to guess, and then tell them that firefighters work closely with police officers.

Talk to students about why firefighters are necessary and the importance of fire safety. Show students an example of a fire hose project. Tell students that firefighters use hydrants and water, so they will be making a fire hose

project. Explain the directions of the project for students. Call students by row that they sit in to collect materials and go find a seat. Explain directions as students work on fire hoses. Have students clean up scraps as they finish. When most students appear to be finished, pass out community helper booklet pages. Tell students that they will be completing a page for firefighters. Tell students they must write two sentences explaining why firefighters are important or

what they do. Model the beginning of the first sentence on the board for students as “Firefighters are

important because they…” Encourage students to be as specific as possible.


Closure: Students may draw a picture of a firefighter on the backside of their booklet pages at they finish their sentences. Allow a couple of students that were very creative to come to the front of the class and read what they wrote about firefighters. Collect booklet pages as students finish.

Evaluation: Informal: Student sentences about the roles of firefighters will be spot checked for accuracy.

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Lesson 6: DoctorsTime: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. Doctors have very important roles in the community, which students should be familiar with.

Objectives: Students will be able to identify two roles of a doctor, given writing paper. Students will create a doctor project given a booklet page and crayons.


Materials: Cardstock pages (4.5” x 6.5”) People cut outs (See Appendices, Materials (B)) Crayons Glue Scissors Lined writing paper Doctor picture Doctor equipment pictures*Prepare cardstock booklet pages for students prior to teaching lesson, by gluing one paper person and one piece of cut lined paper to cardstock.

Introduction: Bring students to the carpet. Tell students that they will talk about a community helper that they visit at least once a year for a check up. Ask students to raise their hands and share ideas. Tell students that they will be talking about a doctor.

Procedures/Strategies: Ask students why they think they go to see a doctor. Talk to students about doctors. Explain that doctors help people get better if they are sick

and help them get better if they are hurt. They must evaluate patients in order to see what they need to get better. When you go for an annual check up, the doctor just makes sure that you are well. They will examine you, but if you are well you do not have to come back for a while. If you are sick they will see you soon to become well or send you to another doctor to help you get well. They can prescribe you medicine, provide first aid, and give you tips to help you feel better and take care of your health.

Show students pictures of doctor equipment and ask them if it looks familiar. Talk to students about what they might experience at a visit to the doctor. Ask students to share a time when they should visit a doctor with a neighbor. Go to each pair and ask them to share what they discussed with the neighbor to the class. Ask students how they would feel if they didn’t have a doctor to go and visit.

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Explain that doctors are very important because our health is very important. Doctors are very intelligent professionals that can really help you out.

Ask students if there are different kinds of doctors. Talk about the different types of doctors there are. Tell students they will add a doctor page to their collection of community helper pages

that they have done so far. Send students back to their desks. Pass out a new booklet page to each student. Have students look at the lined side of the page. Talk to students about why they think doctors are important and some roles of doctors. Write ideas that students share on the board and explain that they should write two

sentences on their booklet pages about why doctors are important or what they do. Model beginning the first sentence as “Doctors are important because they…” Allow students to work on their sentences. Monitor students as they work.


Closure: Students may draw a picture of a doctor on the backside of their booklet pages at they finish their sentences. Allow a couple of students that were very creative to come to the front of the class and read what they wrote about firefighters. Collect booklet pages as students finish.

Evaluation: Informal: Student sentences about the roles of doctors will be spot checked for accuracy.Students will be observed during group discussion of the role of doctors in society.

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Lesson 7: Bank TellersTime: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. Bank tellers are community helpers that some individuals deal with almost every day. They have a great responsibility that should be recognized.

Objectives: Students will be able to identify two roles of a bank teller, given writing paper. Students will create a bank teller project given a booklet page and crayons.


Materials: Cardstock pages (4.5” x 6.5”) People cut outs (See Appendices, Materials (B)) Crayons Glue Scissors Lined writing paper Bank Teller picture Fake One Dollar Bills 12 cardboard boxes Six shopping bags Fake shopping items (small items with price tags) Activity receipt paper Activity checks*Prepare cardstock booklet pages for students prior to teaching lesson, by gluing one paper person and one piece of cut lined paper to cardstock.

Introduction: Bring students to the carpet. Tell students that they will talk about a new community helper today. Ask students who puts the money at a bank away. Allow students to discuss with a partner and then raise their hands to share. Call on a couple of students to share. Tell students today they will be learning about a bank teller. Have students echo “bank teller.”

Procedures/Strategies: Ask students to raise their hands if they have ever been to a bank. Tell students that there is a very important job for individuals that work at the bank. They

must handle large amounts of money and be very careful. Discuss with students why it is important that bank tellers are very careful and good at

math. Mention that bank teller must handle over hundreds of dollars, and be able to count it efficiently. They should understand some good counting strategies.

Tell students that today they will be doing a bank teller activity.

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Should students a fake check and ask them if they have any idea what it is. Explain that in this game, there will be shoppers with paychecks, bank tellers, and shop

owners. The shoppers must buy one item from a shop, but they need cash. The shoppers must take their paycheck to the bank teller for the to give them cash money. Then they shopper should pay the shop owner, buy their item, and sit down with it. The shop owners must deposit any money they make into the bank. So they will go to the

bank, deposit their money, and get a receipt. Then they must give their receipts to me and sit down. Bank tellers may then sit down as well.

Count off students and tell them which role they will be participating in. Model how the activity will work, and remind students that they must be careful. After

any task is complete, students may sit down at their desks. Allow students to begin the activity. Monitor behavior, and provide assistance when

necessary. After students have finished the activity, collect any materials they have, and talk to them

about what difficulties they experienced in the activity. Tell students they will be making a new booklet page for bank teller. Pass out new booklet pages and have students look at the board. Explain to students that they must write two sentences about why bank tellers are

important or what they do. Model the first sentence on the board as “Bank tellers have important jobs because

they…” Monitor students as they work and assist where necessary.


Closure: Students may draw a picture of a bank teller on the backside of their booklet pages at they finish their sentences. Collect booklet pages as students finish.

Evaluation: Informal: Student sentences about the roles of bank tellers will be spot checked for accuracy.Students will be observed during group discussion of the role of bank tellers in the community.

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Lesson 8: Instructors and TeachersTime: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. There are many types of teachers and instructors in the community, and without them others could not learn skills and information. Students must understand the value of teachers and instructors for this reason.

Objectives: Students will be able to identify two roles of a teacher, given writing paper. Students will create a teacher project given a booklet page and crayons.


Materials: Cardstock pages (4.5” x 6.5”) People cut outs (See Appendices, Materials (B)) Crayons Glue Scissors Lined writing paper Various teacher pictures*Prepare cardstock booklet pages for students prior to teaching lesson, by gluing one paper person and one piece of cut lined paper to cardstock.

Introduction: Bring students to the carpet. Tell students that they will talk about a new community helper today. Explain that you know they see this community helper everyday. Tell them that they come to school and learn from this person. Tell students that today they will be talking about teachers. Show students picture of all different kinds of teachers.

Procedures/Strategies: Explain to students that they will not only be talking about teachers that are in this

school, but teachers of all age groups. This includes college teachers and teachers of different classes.

Ask students if they take any lessons for anything after school. Ask students to raise their hands and share who teaches them at those lessons.

Explain to student that instructors are teachers to. Allow students to turn and talk with a nearby student about what all teachers and

instructors have in common. Explain to students that teachers show others who to do things or help them understand

things. Mention to students that teachers are people that already know the skills or concepts they

are teaching, so they are sharing them with others.

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Then ask students to think about how they would have to learn things if there were no teachers. Ask them if it would be easier or more difficult.

Emphasize that teachers work with people and can modify what they are teaching to teach better. They can also explain things and go into depth or details about concepts so that others can really understand.

Ask students to raise their hands if they would like to share other reasons they need teachers or why teachers are important.

Remind students that teachers and instructors already understand hat they are teaching pretty well.

Tell students to think of something they are good at or know a lot about. Perhaps that is something they could teach to someone younger than themselves. Ask them to think about whether or not it would be fun teaching whatever they picked.

Give students a number from one to eighteen. Have students stand up. Pair up students with the next number, for example one would go with two, three would

go with four, and so on. Allow students to discuss quietly for a minute, then regroup students. Pair up students with the following even or odd numbered student to share. For example,

two would go with four, one would go with three, and so on. Allow students to share. Then ask students to stop where they are at and allow a few students to raise their hands

and share what they discussed with the class. Then send students back to seats. Explain to students that they will be making booklet pages for teachers. They should

write two sentences about what teachers door why they are important to he community. Begin the following sentence on the board for students: Teachers in our community… Pass out booklet pages to students and allow them to begin working. Monitor students as they work, and provide assistance when necessary.


Closure: Students may draw a picture of a teacher on the backside of their booklet pages at they finish their sentences. Collect booklet pages as students finish.

Evaluation: Informal: Student sentences about the roles of teachers will be spot checked for accuracy.Students will be observed during group discussion about what type of the teacher they would like to be.

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Lesson 9: What is Your Role?Time: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. They may not understand that they have a role in the community themselves, but they should realize that being a child and student is a role.

Objectives: Students will be able to write two complete sentences about the importance of learning

and new ideas given writing paper. Students will create a community helper page for themselves a booklet page and crayons.


Materials: Cardstock pages (4.5” x 6.5”) People cut outs (See Appendices, Materials (B)) Crayons Glue Scissors Lined writing paper Booklet rings*Prepare cardstock booklet pages for students prior to teaching lesson, by gluing one paper person and one piece of cut lined paper to cardstock.

Introduction: Bring students to the carpet in the back of the room. Tell students today they will add the last community helper. This community helper is everyone in the class. Allow students to raise their hands to share who they think the community helper is. Tell students that the community helper is a student.

Procedures/Strategies: Ask students if they have any idea why students are important to our community. Allow students to share with neighbors what the role of students might be. Explain to students that things are always changing, and the role of a student is to learn as

much as they can and eventually make their own impact on the community. Ask students if t hey have any ideas of how they might be able to impact the world by

learning new things and having new ideas. Explain to students that they might become a doctor or scientist that makes a great

discovery. Allow students to share ideas amongst their neighbors. Allow a few students to raise their hands and share their ideas. Tel students that the last page of their booklets will be themselves. They will write two sentences about why learning and new ideas are important and

valuable.

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Send students back to their seats. Brainstorm ideas about why learning is important and new ideas are valuable on the

chalkboard with students. Pass out booklet pages to students. Allow students to begin writing, and monitor tem as they work. Tell students they may draw themselves on the back of the booklet page.


Closure: As students finish, hole punch their booklet pages, and assist them to putting their ringed booklets together. Tell students that they may share their booklets with friends and family at home to tell them all about the different community helpers and why they are so important.

Evaluation: Informal: Student sentences about the importance of learning and new ideas will be spot checked for accuracy.

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Lesson 10: We Value Community HelpersTime: 35 minutes

Rationale: As members of many different communities, students should be aware of the importance of each community helper role. Students can then develop an appreciation for all members in the community.

Objectives: Students will be able to write one sentence given a slip of writing paper. Students will be able to identify two duties of a community helper given writing paper. Students will be able to explain what they think about a community helper using one

descriptive word (adjective), given writing paper.

PDE/National Standards8.2.1.AIdentify groups of people who contribute to a community.C.C.1.4.1.FDemonstrate a grade- appropriate command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

Capitalize dates and names of people. Use end punctuation; use commas in dates and words in series. Spell words drawing on common spelling patterns, phonemic awareness, and spelling

conventions.CC.1.4.1.ISupport the opinion with reasons related to the opinion.CC.1.4.1.EChoose words and phrases for effect.

Materials: Community helper ringed booklets. Writing paper Felt Craft eye balls White construction paper Colored construction paper Glue Scissors Yarn

Introduction: Bring students to the carpet. Pass out community helper booklets. Tell students that they will be reading their community helper booklets today and choosing a community helper that they value greatly.

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Procedures/Strategies: Tell students to look at the first page of their ringed booklets. Talk to students about what they remember about the first community helper. Allow one students to read what they wrote about the community helper. For each community helper, ask students: What would we have to do without is helper in

our community? Does this community helper have to do this job for us? What can we conclude about someone who takes on this position in our community?

Continue to discuss each community helper with students. After discussion, tell students that there must be one community helper that they liked the

best. Explain to students that they will choose one community helper, and write a sentence

about what they would conclude about them as people, and why. Tell them their support for how they describe the community helper should be based on the job the community helper performs.

Tell students that they will also be doing a drawing of the community helper they selected. They may use the craft materials provided and should be as creative as possible.

Send students back to their seats, and pass out writing paper. Tell students to write their names on the writing paper and look at the board.

Write the following example sentence frame on the board for students: A _________________ is a generous community helper because they ______________________, and they __________________.

Brainstorm other descriptive words for community helpers, allowing students to raise their hands and share ideas.

Tell students they must mention two details about what their community helper does in their sentences. Handwriting must be neat. They should raise their hands to have their sentences checked.

Provide time for students to write their sentences. As student sentences are checked, pass out project paper and allow them to begin

working.


Closure: Collect sentences and projects when students are finished, and attach sentences to the project papers. Have students sit down at their seats. Tell students to stand when their community helper is named. Name each community helper and allow students that stand to share the descriptive word they used to describe them. Do this for each community helper, and allow each student to share.

Evaluation: Informal: Sentences will be checked for two details about a community helper.Sentences will be checked for at least one descriptive word about a community helper.

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Unit Assessment

Name:____________________ 10 pts

My Community AssessmentPart 1Directions: Fill in the bubble next to correct answer for each question.

1)What is a community?oA group of people that live or work in the same

place.oA big family.oA room where people go to work.

2)Do we need community helpers?oYesoNo

3)We can find community helpers, like police officers, and mail carriers in our…oHome communityoSchool communityoTown community

4)What do all community helpers do?oDrive a car with a siren.oWork hard to help out others in the community.oWork every day of the week, besides Sunday.

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5)What skills and qualities must bank tellers have?oThey must be good at math, and very careful.oThey must like outdoors, and driving far.oThey must be able to use special tools, and

understand symptoms.

6)What would you have to do if we did not have farmers?oFind a different grocery store.oEat more vegetables.oGrow your own food.

Part 2Directions: Label each community that you are part of from smallest to largest.

Town Home School ClassSmallest

Largest

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Unit Assessment Key

Name:____________________ 10 pts

My Community AssessmentPart 1Directions: Fill in the bubble next to correct answer for each question.

1)What is a community?oA group of people that live or work in the same

place.oA big family.oA room where people go to work.

2)Do we need community helpers?oYesoNo

3)We can find community helpers, like police officers, and mail carriers in our…oHome communityoSchool communityoTown community

4)What do all community helpers do?oDrive a car with a siren.oWork hard to help out others in the community.oWork every day of the week, besides Sunday.

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5)What skills and qualities must bank tellers have?oThey must be good at math, and very careful.oThey must like outdoors, and driving far.oThey must be able to use special tools, and

understand symptoms.

6)What would you have to do if we did not have farmers?oFind a different grocery store.oEat more vegetables.oGrow your own food.

Part 2Directions: Label each community that you are part of from smallest to largest.

Town Home School Class

Home

Class

School

Town

Smallest

Largest

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Appendices

Materials (A)- Lesson 4

“Crop” Care Sheet

Keep soil moist. Water once a day. Water near roots,

not on leaves. Keep near a sunny

window. Plant outside or in

a larger container when a sprout appears.

*Bring in a picture of your flower if it begins to sprout!

“Crop” Care Sheet Keep soil moist. Water once a day. Water near roots,

not on leaves. Keep near a sunny

window. Plant outside or in

a larger container when a sprout appears.

*Bring in a picture of your flower if it begins to sprout!

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Materials (B)- Lesson 2- Lesson 9

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Unit Resources

(2014, July 26). Doctors- Workers in the community. ShortBurst Education. Retrieved from

https://www.youtube.com/watch?v=1pQZWeTi-8c/

(2016). Listen and Read: Police Officer. Scholastic. Retrieved from

http://teacher.scholastic.com/commclub/officer/page-2.htm

(2016). Postal Service Mail Carrier Job Description. America’s Job Exchange. Retrieved from

http://www.americasjobexchange.com/postal-service-mail-carrier-job-description

Firefighter: job description. TARGETjobs. Retrieved from https://targetjobs.co.uk/careers-

advice/job-descriptions/279533-firefighter-job-description

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g) Unit Plan- Community Helpers Grade 1

Documents

Transcript of g) Unit Plan- Community Helpers Grade 1