Topic: Social Studies
Grade Level: 1st Grade
Size and type of class: 15 students, General Education/CTT
Aim: Who are the helpers in our community and how do they help?
• Students will be able to identify various community helpers and know how they help in our community.
• Students will be able to draw a community helper incorporating the various tools/objects in their drawing that that community helper uses to complete his/her job.
• Students will also be able to write 1-2 sentences in the “thinking bubble” stating how that community helper helps our community.
• Video Clip from Sesame Street: http://www.sesamestreet.org/video_player/-/pgpv/videoplayer/0/7de92ad2-3c4c-435f-a542-07a1f1507c67
• Book, “Community Helpers from A to Z”
• Small oak tag white paper with a doll template drawn on it, that has a “thinking bubble” (Students will write how that community helper helps the community in the thinking bubble)
• Crayons, markers & pencils
• Big note pad (teacher will use this to model how to draw the community helper)
• Students will be asked to gather at the carpet.
• Once all the students are at the carpet the teacher will open a discussion by asking the following question: “So can anyone tell me what you have learned about your community so far?”
• After about a minute or so of the students informing the teacher about what they have learned about the community. The teacher will then ask the students, “Does anyone know what a community helper is?” Once the question has been posed, 1or 2 students will be given the chance to answer. The teacher will then say depending on if they know or not, “Well lets see if we can find out what a community helper is” OR “Well lets see if we can learn some more about our community helpers”
• The teacher will then play the video from “YouTube”
• Once the video is over, the teacher will ask, “So what community helper(s) did we just learn about?” “How do you know that we learned about a (Name Community Helper)?” How does the (Name of Community Helper) help in our community?” “What are some ways we can tell he/she is a (Name Community Helper)?”
• The teacher will then present the book, “Community helpers from A to Z”, and then say, “Now that we have learned about a few community helpers from the video, lets read about some more!” The teacher will have a few community workers already picked out from the book, that she would like to read to the class about.
• The teacher will begin to read the book, as she reads, she will pose different questions, make connections to self out loud, and ask the students to turn and talk. All pages in the book will have “sticky notes” so that the teacher will have a reference for what she wants to say or have the students do.
• Once the book has finished, the teacher will then draw a web and label the center community workers, she will then ask the students to name a few community workers they just read about. She will add them to the web. As students call out the various community workers, (Example: “Firefighter”, the teacher will then extend the question and ask the students, “How do we know a firefighter is a firefighter?” “What does he/she wear?” “How does he or she help the community?”)
• Once there are about 6-8 community workers on the web, the teacher will change the paper and have a template of a doll. She will then tell the students, “Now that we have learned about community helpers and named a few for our web and how they help our community, I would like for you to help me draw a community helper”. The teacher will then say, “When I was younger, the type of community helper I wanted to be when I grew up was a teacher, what do I need to draw to complete my picture as a teacher?” Once the students, have helped the teacher to draw a ruff picture of what a teacher looks like, she will then ask the students, “So now that we know what a teacher looks like, can someone tell me how a teacher helps our community?” Once the answer is given the teacher will write it in the “thinking bubble”.
• Once the teacher is done modeling the doll template, she will tell the students she wants them to go back to their seats and draw a community helper they want to be when they grow up. She will remind them to make sure to include in their picture what that community helper wears and tools/objects he/she uses to help in the community. Once they are done drawing their picture, they are to write in the “thinking bubble” how that community helper helps the community. She will then ask the table monitors to go and get the markers and crayons, and the rest of the students return back to their seats so they can begin their drawings.
• As students are drawing the teacher will go around the classroom monitoring everyone’s drawing and making sure everyone is on task.
• Once the majority has finished, students will be asked to come back to the carpet, where a few will be able to share their drawings. They will be asked to display their drawing, and tell the class who they drew and how he/she helps our community.
• Once a few have presented, the teacher will tell students, whoever has not finished their drawing may take it home to finish and she is very proud of everyone’s work so far.
• The teacher will gain understanding if the students have learned what a community helper is and how he/she helps our community through question and answers, the web, and the drawings the students complete.
• The next day, I would ask the students to take out their community helper drawings and have them cut out their helper. Then we would punch a hole in each of them connecting them with string. The community workers would then be hung for display in the classroom.