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This lesson provided by:
Author: Anna Mosley
System:Chilton County
School:Jemison Elementary School
Lesson Plan ID: 16291
Title:

Community Helpers

Overview/Annotation:

In this unit, students will be learning about community helpers. They will look at several different community helpers individually, and discuss their jobs and how they are helpful. Students will decide which community helper they think is the most important and why. Finally, the students will create a presentation which shows their favorite community helpers.

Content Standard(s):
TC2(K-2) 2. Identify applications and operations of various technology systems.
SS2010(K) Living and Working Together in Family and Community7. Describe roles of helpers and leaders, including school principal, school custodian, volunteers, police officers, and fire and rescue workers.
Local/National Standards:  
Primary Learning Objective(s):

Students will identify different community helpers and some characteristics of their jobs. Students will write a sentence about which community helper they like best and draw a picture of that helper. Students will type their sentences into a class-created slideshow presentation.

Additional Learning Objective(s):

Students will use WordArt to add interest to a slide title.

Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

Crayons/markers, dry erase board and markers, community helpers picture/story books, posters of community helpers

Technology Resources Needed:

Computer with presentation software, word processing software, LCD projector or other projection device

Background/Preparation:

An activity is listed for every type of community helper, but it would be better if the teacher could line up a "speaker" for the students for each day--a police officer, a fire fighter, a postal worker, etc.

Procedures/Activities:
1.)Day 1: The teacher will introduce community helpers. Who is a community helper? Make a web of the students' comments on the board. Ask: What is a community helper? (Someone in the community who helps others by providing a service of some kind.) Read Community Helpers From A to Z by Bobbie Kalman.

2.)Day 2: Hide several medical supplies (tongue depressors, cotton swabs, bandages, stethoscope, etc.) around the room before the lesson begins. Discuss what doctors do and how they help us. (They help take care us when we are sick and give us medicine to make us feel better.) Have a "doctor scavenger hunt" by allowing students to find the hidden medical supplies. Then discuss how the doctor uses these supplies to help others. Read I Want to Be a Doctor by Daniel Liebman.

3.)Day 3: Discuss what dentists do and how they are helpful. (They help keep our teeth and gums healthy.) Have a large set of teeth and a toothbrush to practice good toothbrushing techniques. Read My Dentist By Harlow Rockwell.

4.)Day 4: Discuss police officers and their jobs. (They help keep our community safe.) Have students work together to come up with laws for the classroom, and then have students role play different scenarios as police officers and citizens. Read I Want to Be a Police Officer by Daniel Liebman.

5.)Day 5: Discuss fire fighters and their jobs. (They help put out fires and also help take care of people in emergencies.) Have students discuss fire safety such as "stop, drop, and roll", crawling under smoke, and having a family meeting place outside the home if the house caught on fire. Read I Want to Be a Fire Fighter by Daniel Liebman.

6.)Day 6: Discuss postal workers and their jobs. (They sort and deliver our mail.) Have students write short letters to other members of the class and take turns delivering the "mail." Read The Jolly Postman by Allen Alhberg.

7.)Day 7: Discuss veterinarians and their jobs. (They help take care of our sick animals.) Make a list of pets owned by students in the class and complete a graph comparing the numbers of dogs, cats, etc. As different kinds of pets are mentioned, discuss how the veterinarian helps this pet. Read I Want to Be a Vet by Daniel Liebman.

8.)Day 8: Discuss teachers and their jobs. (They help us learn the things that will make us successful in the world.) Have students play "teacher for a minute" and allow them to lead the class as if they were the teacher. Read I Want to Be a Teacher by Daniel Liebman.

9.)Day 9: Have students look back at the different community helpers listed on the web on Day One. Have students pick their favorite community helper and write a sentence telling why this helper is important. After writing their sentences, they are to draw pictures illustrating what they like about this job. Using the template attached, allow each student to type his/her sentence onto a slide in the presentation. When their pictures are complete, scan them and include each student's picture on his/her slide.

10.)Day 10: Finish working on the presentation as a class by creating a title slide using Word Art.
To use WordArt:
Open Microsoft Word.
Go to Insert - Picture, then select WordArt.
The WordArt window will appear.
Select the WordArt desired by clicking on it once.
Click OK.
Another window will saying to "Type Your Text Here." Just start typing the desired text.
Select the Font type and size, then click OK.
The WordArt will appear on the slide. Change its size by clicking on the corner boxes and dragging. To move the WordArt to a new location, just click in the center and drag.
Then view the presentation together.

Attachments:**Some files will display in a new window. Others will prompt you to download. CommunityHelperSentenceRubric.doc
Our Community Helpers.ppt
Assessment Strategies:

A rubric will be used to assess students' sentences.

Extension:

Students could visit Ben's Guide to US Government: Your Neighborhood and select one area to explore in order to learn more about community helpers.

Remediation:
 
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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