Community Helpers Introduction y y y Lesson topic: Learning about Community Helpers Length of lesson: 50 minutes SOL K.

6 The student will match simple descriptions of work that people do with the name of the job. SOL K.7 The student will: a) recognize that people make choices because they cannot have everything they want; b) explain that people work to earn money to buy the things they want. Introduction to: y SOL 1.7 The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services. SOL 1.8 The student will explain that people make choices because they cannot have everything they want

Cognitive Objectives Students will: y Recognize what a community is, as well as a community helper y Differentiate between various community helpers y Match skills and tools with the correct helper y Identify the differences between goods and services y Label something as a need or want Materials and Advanced Preparation y y y y y y y y Set up Power Point Map, readily available to show where our community is located Set up shop with a variety of need and wantitems, along with basket Books featuring various community helpers Print off pictures of community helpers and the tools they use; cut out and laminate Watercolor paper Sharpies Egg cartons for watercolor paints

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Brushes Water cups Extra community helper themed stamps and stickers for the writing center Envelopes for letters Write a few words on the word board at the writing center that relate to doctors, to help students in writing

Teaching and Learning Sequence Introduction/Anticipatory Set y y y y y y y y y Gather class on rug together, in front of power point screen Tell students that we are going to be learning about people who help us everyday, called community helpers. Ask students what that big word community means and discuss where it is located (use map) Explain that a community is made up of various places and people who provide us with things we need (school, shops, grocery stores, neighbors) Ask students how we buy these things that we need? Explain the purpose of moneyand jobs Ask students what needs are Ask students what wants are In front of class, shop for needs (and ONLY needs), explaining that you are on a tight budget and can only shop for want you need. Have students tell you what you are allowed, and not allowed to get. Differentiate between goods and services Tell class that we are now going to learn about people in our community that help to provide us with services Play the Who am I? game, providing clues for students to guess which community helper is described. Then discuss the service provided Lesson Development Ask students if they can think of any other people in our community who are community helpers Discuss briefly a few other helpers Explain to students each activity station and model what to do at each Then call students, by group, to a community helper activity station: o a spot on the floor to match cutouts of community helpers with the tools they use. o the grocery store center to shop for needs or wants o the book nook to read books on various community helpers o computer games to match helpers with the services they provide o the writingcenter, to write a thank you note to the particular community helper of the day (Monday-doctors)

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Closure y y y After each group has had 30 minutes, call students back to desks Commend students on their great work Ask students to be thinking of a their favorite community helper at lunch.Once back, everyone willdraw a picture of a community helper (of choice), using sharpies. Then, will use watercolors to paint over the drawing. At the top of the picture, each student must write a price for each service (between $1-$3). Explain that during our math time, we will be buying goods and services from our friends in class. Assessment Formative-The teacher will observe students during station time and ask students questions into why they are making certain decisions: o tell me why you matched that person with that item? o tell me why you only put those items in the basket? o tell me why you used those words and pictures to talk about this helper? Teacher will write notes on each child s response. Summative-The teacher will record notes on the answers to these questions. If student presents incorrect answers or doesn t know how to respond, teacher will create a worksheet for student to fill out to reassess the student s conclusion.

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References Commonwealth of Virginia Department of Education. (2010). History Standards of Learning for Virginia Public Schools. Richmond, VA: Virginia Department of Education. Appended Materials Curriculum Framework K.6 and K.7 Instructional Content Curriculum Framework: y SOL K.6 The student will match simple descriptions of work that people do with the name of the job. y People work at many jobs y SOL K.7 The student will: a) recognize that people make choices because they cannot have everything they want; b) explain that people work to earn money to buy the things they want.

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People cannot have everything they want. People have to make choices about things they want. People work to earn money and use it to buy the things they want.

Instructional Modifications to ASSIST Students y Provide student with a chart that shows both the helper and the corresponding tools, to use while matching y Give student fewer cards to match y Provide student with a chart, showing pictures of needs in one column and wants in the other y Provide student with an individual alphabet card to help with writing of letters Instructional Modifications to CHALLENGE Students y Have student not only match picture of helper to tools, but helper to words (commonly associated) y Have student create a chart of needsvswants, analyzing which we have more of in our store y Have student journal about his/her favorite community helper or fact read in a book today

STANDARD K.6
The student will match simple descriptions of work that people do with the names of those jobs. Essential Understandings
People work at many jobs.

Essential Questions

Essential Knowledge

Essential Skills

What are examples of jobs?

Examples of jobs y Doctors are people who take care of other people when they are sick. y Builders are people who build houses and other buildings. y Teachers are people who help students learn. y Cooks are people who prepare meals. y Farmers are people who grow crops and raise animals. y Firefighters are people who put out fires.

Gather and classify information. Use and explain simple charts.

STANDARD K.7
The student will a) recognize that people make choices because they cannot have everything they want; b) explain that people work to earn money to buy the things they want. Essential Understandings
People cannot have everything they want. People have to make choices about things they want. People work to earn money and use it to buy the things they want.

Essential Questions

Essential Knowledge

Essential Skills

Why do people have to make choices? How do people earn money to buy the things they want?

Terms to know y choice: Choosing among two or more things y wants: Things people would like to have Includes the basic needsfood, clothing, and shelter. y money: What people use to buy the things they want. Paper bills and coins are examples of money. When people cannot have everything they want, they must choose something and give up something else.

Gather and classify information. Explain simple charts.