Unit Plan: The People, Places, & Things In My Community
Subject Matter: Social Studies & Language Arts
Grade: Kindergarten
Time: 3 Weeks
Rationale:
Community helpers are essential beings in a community. Their help and
expertise are what makes our day-to-day lives safe and livable. Students
will expand their knowledge on the world in which they live by exploring
their own community, as well as the world around them within this unit.
Students will develop a conscious awareness of the importance of
community helpers, while discovering the various types of transportation
and its’ importance within our community as well. Students will look at
various maps, and expand their understanding of community on a
worldwide scale. By doing so, students will understand where they fit
into the community as individuals, as well as recognize the true
importance of community. Students will take part in various hands on
activities, as well as work with partners and small groups during this unit.
This unit molds young minds into higher order thinkers by expanding their
ideology on the world. While learning about respectable community
members, children will develop underlying values of the democratic
society in which we live and abide by.
Overview:
Essential Questions:
What is a community?
What are community helpers?
What does a police officer, fire fighter, mail carrier, baker, doctor, and
teacher do?
Why do we need community helpers?
How do jobs help others?
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Unit Plan: The People, Places, & Things In My Community
What types of services/buildings are important to a community? Why?
Who are the people, places, and things that make up a community?
What types of transportation are in our community?
Student Learning:
The students will know what a community is.
The students will know what a community helper is, and why they are
important.
The students will know examples of community helpers.
The students will know what each of these community helpers do in field
of work.
The students will know the people, places, and things that make up their
immediate community.
The students will know different types of transportation found in their
community.
Learning Goals:
1) Students will create a My Community Helper Book, in which they
accurately portray and represent the roles of various community helpers.
2) Students will be able to identify the roles of a police officer,
firefighter, doctor, teacher, baker, and mail carrier, as well as various
other community helpers.
3) Students will be able to match community helpers to their occupation.
4) Students will be able to look through and find accurate images of
items representing “community,” and make a collage in small groups.
5) Students will be able to correctly read and locate specific items on a
map, as well as explain what they represent.
6) Students will be able to accurately produce a model community in small
groups.
Standards Addressed:
Social Studies:
K-G1.0.1: Recognize that maps and globes represent places.
K-G.1.0.2: Use environmental directions or positional words (up/down,
in/out, above/below) to identify significant locations in the classroom.
K-G5.0.1: Identify and describe places in the immediate environment (e.g.
classroom, home, playground).
K-C2.0.2: Explain why people do not have the right to do whatever they
want.
K-C5.0.1: Describe situations in which they demonstrated self-discipline
and individual responsibility.
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Unit Plan: The People, Places, & Things In My Community
K-E1.0.2: Distinguish between goods and services
Language Arts
Common Core Writing Standard #2: Use a combination of drawing,
dictating, and writing to compose informative/explanatory texts in which
they name what they are writing about and supply some information
about the topic. Curriculum Design:
Product
and/or
production
Conceptual
Framework
Processes of
teaching and
learning
Content
standards &
expectations
Formative and
summative
assessment
My
Community
Helper Book
-Make
connections to
other books
and individual
experiences
(Carol Avery)
- Use voice
intonation to
convey meaning
when reading
aloud (Carol
Avery)
-Reads fluently
while
maintaining a
focus on
meaning (Carol
Avery)
-Conveys
meaning
through
drawings (Carol
Avery)
-Make
connections to
individual
experiences
(Carol Avery)
-Read Aloud
-Guided
Writing
-Technology
Integration:
(YouTube &
Skype)
-Class
Discussion
-Visuals &
Visual Media
-Writing
activities
-Fine-motor
activities
K-C2.02
K-C5-.0.1
K-E1.02
Common
Core
Writing
Standard
#2
-Publishable Copy:
My Community
Helper Book
-Class Discussion
-Think Pair Share
-Visual
Representation
-Graphic Organizer
(KWL Chart &
Venn diagram)
-Community Helper
Quiz
-Read Aloud
-Guided
Writing
-Writing
activities
K-C2.0.2
-Class Discussion
-Think Pair Share
-Visual
Representation:
Monitor children’s
Class Rule
Book
3
Unit Plan: The People, Places, & Things In My Community
illustration
Community
Collage
-Encourage
positive social
interaction
within small
groups
(Charlotte
Danielson)
Model
Community
-Make
connections to
other books
and individual
experiences
(Carol Avery)
- Use voice
intonation to
convey meaning
when reading
aloud (Carol
Avery)
-Reads fluently
while
maintaining a
focus on
meaning (Carol
Avery)
-Encourage
positive social
interaction
within small
groups
(Charlotte
Danielson)
-Class
Discussion
-Small Group
Discussion
-Visuals &
Visual Media
-Read Aloud
-Fine-motor
activities
-Art activities
-Class
Discussion
-Small Group
Discussion
-Visuals &
Visual Media
-Read Aloud
-Technology
Integration
-Fine-motor
activities
-Art activities
K-G5.0.1
-Small Group
Discussion
-Class Discussion
-Graphic
Organizer:
Brainstorm Web
-Collage (See
attached rubric)
K-G1.0.1
K-G.1.0.2
K-G5.0.1
-Finished
Community Final
Project (See
attached Rubric)
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Unit Plan: The People, Places, & Things In My Community
Materials & Resources:
-Just Critters Who Care by Mercer Mayer
-I want to be a Police Officer by Dan Liebman
-Helpers in my Community by Bobbie Kalman
-David Goes to School by David Shannon
-I want to be a Doctor by Dan Liebman
-I want to be a Firefighter by Dan Liebman
-A Day with a Mail Carrier by Jan Kottke
-Career Day by Anne Rockwell
-Me On The Map by Joan Sweeney
-All through my town by Jean Reidy
-Cars and Trucks and Things That Go by Richard Scarry
-Short, prewritten autobiography about myself as a teacher
-My Community Helper Book
-Bulletin Board
-Police Officer Cutout
-Firefighter Cutout
-Family, Friends, and Person Cutout
-Teacher Cutout
-Doctor Cutout
-Baker Cutout
-Mail Carrier Cutout
-Community Helper Vehicle Cutouts
-My Community Cutout
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Unit Plan: The People, Places, & Things In My Community
-Smartboard
-“No _______!” template
-Copy of School Rules
-Community Helpers Bingo Game
-Pictures of Various Baked Goods
-Community Helper Quiz
-Pictures of various communities
-Assorted maps
-Assorted home and travel magazines
-Flip Chart
-Role Paper
-Glue
-Scissors
-Chart Paper with pre-drawn roads
-Construction Paper
-Markers
-Assorted Arts & Crafts Materials
Technology:
-http://www.wartgames.com/themes/communities.html
This website contains various links to different community
focused games. In order to introduce the concept of community helpers,
students could access the many power points located under the
“Community Helpers” link. The next link, which is also entitled
“Community Helpers,” allows students to click on a community helper and
listen to information given about them. This link is beneficial to learner’s
who are not yet reading at a more advanced level. The website also
contains a link where students can build their own neighborhood. I
would use this link as a pre-assessment, observing the ways in which the
children use specific resources to build their own neighborhoods. Based
on my findings I would then implement the necessary teaching instruction
needed to cover student’s questions and misconceptions, before
completing their final community project.
-http://www.Youtube.com
YouTube would be implemented during lessons focused on specific
community helpers. In order to introduce the community helper, the
class would watch interactive videos of community workers doing their
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Unit Plan: The People, Places, & Things In My Community
job to give students a real life visual as to how these community workers
interact within community. These real life situations allow students to
build bridges connecting to their own lives and experiences, all the while
formulating a deeper appreciation and understanding of community
helpers.
-Skype
Skype would be implemented during the lessons focused on
specific community helpers. Using the application, students are able to
take a virtual field trip without leaving the classroom. The children take
part in the interactive conversation, which then provides them with a
personal experience that scaffolds their indivual learning on the subject
matter.
Lesson 1: Introduction To Community
Length: 1 hour
Students will:
1) Be introduced to & discuss what they know about “community.”
2) Identify the traits and characteristics of a good community member.
3) Recognize that themselves, family, and friends make up members of the
community.
4) Complete page in My Community Helper Book.
Materials:
-Chart Paper & Marker
-Just Critters Who Care by Mercer Mayer
-My Community Helper Book
-Family, Friends, and Self Cutout
Lesson Overview:
Introduction-Have the word community written on the chart paper.
-As a class, discuss what the word means, as well as any relevant information the
children have on the topic.
-Explain that groups of people that live, work, or play together are part of a community.
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Unit Plan: The People, Places, & Things In My Community
Show children the cover of Just Critters Who Care. Have them predict what they think
the book will be about, based on the cover. Then, read the book aloud, stopping to
confirm predictions.
After Reading-Discuss and write down the nice things that the critters did for their neighbor (ask for
specific behaviors and traits).
-Discuss how the critters were a good friend to their neighbor in need.
-Have students turn and talk to a neighbor, discussing what makes a good “community
member.”
-Explain that our friends, family, and neighbors are apart of our community. Briefly
discuss different kinds of community (school, town, classroom).
-Add the “friends,” “family,” and “neighbor,” cutout to the class community bulletin
board.
-Pass out My Community Helper Book. Have students write name on the cover, and
draw a picture of their community on the front.
Assessment:
-Class Discussion
-Think Pair Share
-Visual Representation
-Monitor children’s illustrations on front cover
Closure: As a class, discuss the different things children drew on their cover. Collect
the books and save for upcoming lessons.
Lesson 2: Our Role in the Classroom Community
Length: 1 hour
Students will:
1) Formulate list of class rules
2) Explain the reason in which we have rules/regulations.
Materials:
-David Goes to School by David Shannon
-“No _______!” template
-Copy of School Rules
Lesson Overview:
Introduction8
Unit Plan: The People, Places, & Things In My Community
-Review the school rules.
-As a class, discuss why these rules are important.
-Tell the children that these rules are meant to keep students safe and
happy.
Display the cover David Goes to School to the children. Tell the children
to be on the lookout for the various school rules that David breaks.
Have the students read along with you, while tracking the print.
After Reading-Discuss the rules that David broke in the book.
-As a class, brainstorm a brief list of classroom rules.
- Have children complete “No ________!” template, where they write down
an action and draw a picture to use for class rulebook.
Assessment:
-Class Discussion
-Think Pair Share
-Visual Representation
-Monitor children’s illustration
Closure: Review the rules that the children have formulated for the
class. Discuss why rules are needed in a community, and why they are
important.
Lesson 3: An Introduction to Community Helpers
Length: 1 hour
Students will:
1) Learn about various community helpers and their role in community
2) Be able to identify the various tools in which community helpers use
to help them complete their jobs.
Materials:
-Helpers in my Community by Bobbie Kalman
-Community Helpers Bingo Game
-KWL Chart
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Unit Plan: The People, Places, & Things In My Community
Lesson Overview:
Introduction-Review Monday & Tuesday’s lesson by reviewing what the children remember
about the meaning of community.
-Introduce the term “community helpers” to children. Tell the students that
community helpers use certain tools to help them do their job.
-Have the children turn and talk to a partner, discussing what they think
community helpers are.
Display the cover of Helpers in my Community. As a class, discuss what the
children see on the cover; Who are the people on the cover? What are they
doing? Read the book, stopping to highlight the various community helpers
listed.
After Reading-Using the KWL chart, fill in the “Know” and “Want to Know” column.
-Tell students they will play “Community Helper Bingo.”
-Pass out bingo boards and markers to each student. Then, explain that once I
call out the desired community helper and tool, they can place a marker on their
board.
-Once a student has a full row, they have won the game. Play a few rounds, until
all children have had a chance to win.
Assessment:
-Graphic Organizer
-KWL Chart
-Class Discussion
-Think Pair Share
Closure: Have the student’s think of other community helpers that were not
mentioned in the book.
Lesson 4: Community Helper- Police Officer
Length: 1 hour
Students will:
1) Be able to identify a police officer as a community helper
2) Complete page in My Community Helper Book
Materials:
-I want to be a Police Officer by Dan Liebman
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Unit Plan: The People, Places, & Things In My Community
-My Community Helper Book
-Police Officer Cutout
-KWL Chart
Lesson Overview:
Introduction-Tell the children: “I am a community helper. My job is to make sure people
follow rules and laws. I catch criminals or bad people. I usually wear a blue
uniform and drive a special car with blue lights. I keep the community safe. Who
am I?” Have the children turn and talk with a partner, guessing which
community helper it is.
-Next, place the police officer cutout on the bulletin board.
Display the cover of I Want to be a Police Officer. Read the title, while
modeling concepts of print. Have the children listen while you read the book
aloud to the class.
After Reading-Discuss the various ways in which a police officer is a community helper.
-Have the children turn to page 1 of the My Community Book. In the blank spot,
have them write “police officer.” Then, have them draw a picture of a police
officer.
Assessment:
-Graphic Organizer
-KWL Chart
-Class Discussion
-Think Pair Share
-Visual Representation
-Monitor children’s illustration
Closure: Have the children turn in their books when finished. Refer to the
KWL chart from previous lessons. Fill in new information to “learned” column. Tell the
students that tomorrow they will learn about another community helper that helps
people.
Extension: Skype with a police officer, have school police officer come and visit with
class, or take a field trip to local police station.
Lesson 5: Community Helper- Firefighter
Length: 1 hour
Students will:
1) Be able to identify a firefighter as a community helper
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Unit Plan: The People, Places, & Things In My Community
2) Complete page in My Community Helper Book
3) Compare and contrast police officers and firefighters
Materials:
-I want to be a Firefighter by Dan Liebman
-My Community Helper Book
-Firefighter Cutout
-Smartboard
-Chart Paper
-KWL Chart
Lesson Overview:
Introduction-Review what it means to be a community helper, and how a police officer is a
community helper. Using the chart paper, make a Venn diagram comparing police
officers and firefighters. Write down all of the things the children remembered about
police officers on the police officer portion.
-Show the children video clip: “Fire Fighter Gear with Sparky the Fire Dog”
(http://www.youtube.com/watch?v=tQ6oHVjQx8w). Have the children discuss things
they saw in the video, and add the firefighter cutout to the bulletin board.
Display the cover I Want to be a Firefighter. Read the title, while modeling concepts of
print. Have the children listen while you read the book aloud to the class.
After Reading-Discuss the various ways in which a firefighter is a community helper. Write down the
children’s responses on the firefighter portion of the Venn diagram. Then, as a class,
discuss the ways in which firefighters and police officers are similar. Write the
children’s response in the middle column.
-Have the children turn to page 2 of the My Community Book. In the blank spot, have
them write “firefighter.” Then, have them draw a picture of a firefighter.
Assessment:
-Graphic Organizer
-KWL Chart
-Venn Diagram
-Class Discussion
-Visual Representation
Closure: Have the children turn in their books when finished. Refer to the KWL chart
from previous lessons. Fill in new information to “learned” column. Tell the students
that tomorrow they will learn about another community helper that helps people.
Extension: Skype with a firefighter, have a firefighter come and visit with class, or take
a field trip to visit local firehouse.
Lesson 6: Community Helper- Teacher
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Unit Plan: The People, Places, & Things In My Community
Length: 1 hour
Students
1)
2)
3)
will:
Be able to identify a teacher as a community helper
Complete page in My Community Helper Book
Teach the class about a classmate
Materials:
-Short, prewritten autobiography about myself
-My Community Helper Book
-Teacher Cutout
-KWL Chart
Lesson Overview:
Introduction-Review what it means to be a community helper, and how police officers and
firefighters are community helpers. Then tell children that a teacher is a community
helper.
-Using short pre-made autobiography (informing students about the role of a teacher,
why I am a teacher etc.).
-Place the teacher cutout on the bulletin board.
After Reading-Have the children get into partners. Explain to the children that they are going to be
teachers, and interview their partner. Once everyone has interviewed their partner,
they will then teach us about them to the class.
-Have the children ask each other: 1What is their favorite food?
2) What is their favorite color?
-After all the children have been interviewed, have the partners “teach” the rest of the
class about their partner.
-Have the children turn to page 3 of the My Community Book. In the blank spot, have
them write “teacher.” Then, have them draw a picture of a teacher.
Assessment:
-Graphic Organizer
-KWL Chart
-Class Discussion
-Think Pair Share
-Visual Representation
-Monitor children’s illustration
Closure: Have the children turn in their books when finished. Refer to the KWL chart
from previous lessons. Fill in new information to “learned” column. Tell the students
that tomorrow they will learn about another community helper that helps people.
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Unit Plan: The People, Places, & Things In My Community
Lesson 7: Community Helper- Doctor
Length: 1 hour
Students will:
1) Be able to identify a doctor as a community helper
2) Complete page in My Community Helper Book
Materials:
-I want to be a Doctor by Dan Liebman
-My Community Helper Book
-Doctor Cutout
-Smartboard
-KWL Chart
Lesson Overview:
Introduction-Review what it means to be a community helper, and how police officers,
firefighters, and teachers are all community helpers. Then, tell children that a
doctor is a community helper.
-Show the children the children “Making Doctor Visits Fun for Kids on ‘The
Doctors’ (http://www.youtube.com/watch?v=iAEzM9tzV9c) on the smartboard.
-Place the doctor cutout on the bulletin board.
Have the children think about a time they went to the doctor. Conduct a group
discussion, sharing individual experiences. Then, display the cover of I want to
be a Doctor. Read the book aloud the class, stopping to highlight important
instances.
After Reading-Have the children turn to page 4 of the My Community Helper Book. In the
blank spot, have them write “doctor.” Then, have them draw a picture of a
doctor.
Assessment:
-Graphic Organizer
-KWL Chart
-Class Discussion
-Visual Representation
-Monitor children’s illustration
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Unit Plan: The People, Places, & Things In My Community
Closure: Have the children turn in their books when finished. Refer to the
KWL chart from previous lessons. Fill in new information to “learned” column.
Tell the students that tomorrow they will learn about another community helper
that helps people.
Extension: Skype with a doctor, or have a doctor come in and visit the
classroom.
Lesson 8: Community Helper- Mail Carrier
Length: 1 hour
Students will:
1) Be able to identify a mail carrier as a community helper
2) Complete page in My Community Helper Book
Materials:
-A Day with a Mail Carrier by Jan Kottke
-My Community Helper Book
-Mail Carrier Cutout
-KWL Chart
Lesson Overview:
Introduction-Review what it means to be a community helper, and how police officers, firefighters,
teachers, and doctors are all community helpers. Then, ask the students: “I deliver the
mail to and from your house. I make sure the letters and packages get where they are
suppose to be on time and to the right place. I drive a special truck and stop at each
mailbox. I wear a blue uniform. Who am I?”
-Have the student’s guess which community helper it could be. Then, tell the children
they will learn about the community helper mail carriers.
-Add mail carrier cutout to the class bulletin board.
Display the cover of A Day with a Mail Carrier to the class. Read the title, while
modeling concepts of print. Encourage the children to read aloud with you while
tracking the print.
After Reading-Discuss the ways in which a mail carrier helps the community.
-Have the children turn to page 5 of the My Community Book. In the blank spot, have
them write “mail carrier.” Then, have them draw a picture of a mail carrier.
Assessment:
-Graphic Organizer
-KWL Chart
15
Unit Plan: The People, Places, & Things In My Community
-Class Discussion
-Visual Representation
-Monitor children’s illustration
Closure: Have the children turn in their books when finished. Refer to the KWL chart
from previous lessons. Fill in new information to “learned” column. Tell the students
that tomorrow they will learn about another community helper that helps people.
Extension: Have a mail carrier come in and visit the classroom or take a field trip to the
local post office. Have the children write “post cards” to community helpers.
Lesson 9: Community Helper- Baker
Length: 1 hour
Students will:
1) Be able to identify a baker as a community helper
2) Complete page in My Community Helper Book
Materials:
-Smartboard
-Pictures of Various Baked Goods
-My Community Helper Book
-Baker Cutout
-KWL Chart
-Unfrosted Cupcakes
-Frosting, Sprinkles, Assorted Candies
Lesson Overview:
-Review what it means to be a community helper, and how police officers, firefighters,
teachers, doctors, and mail carriers are all community helpers.
-Show the children pictures of various baked goods. Ask the children if they know
who makes these foods.
-Introduce how a baker is a community helper by showing: “Cake Boss: Tour of Carlo’s
Bakery” (http://www.youtube.com/watch?v=hg8WbkmC2nU) on the smartboard.
-Discuss the ways in which a baker is a community helper.
-Add baker cutout to the class bulletin board.
-Tell the children that they will become bakers today.
-Pass out the unfrosted cupcake to each child. Allow the children to decorate their
cupcake however they want. Place on table and save.
-Have the children turn to page 6 of the My Community Book. In the blank spot, have
them write “baker.” Then, have them draw a picture of a baker.
Assessment:
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Unit Plan: The People, Places, & Things In My Community
-Graphic Organizer
-KWL Chart
-Class Discussion
-Visual Representation
-Monitor children’s illustration
Closure: Have the children turn in their books when finished. Refer to the KWL chart
from previous lessons. Fill in new information to “learned” column. Tell the students
that tomorrow they will learn about another community helper that helps people. After
all students have completed their work, enjoy the cupcakes as a class!
Extension: Have a baker come in and visit the classroom or take a field trip to the local
bakery.
Lesson 10: What I Want to be When I Grow Up
Length: 1 hour
Students will:
1) Be able to match community helpers to their occupation
2) Finish My Community Helper Book
Materials:
-Community Helper Quiz
-My Community Helper Book
-Career Day by Anne Rockwell
-KWL Chart
Lesson Overview:
Introduction-Review what it means to be a community helper, and how police officers,
firefighters, teachers, doctors, mail carriers, and bakers are all community
helpers.
-Pass out the community helper quiz to each student. Instruct the students to
match the appropriate community helper with their occupation. Collect when
done.
Have the students seated in large group setting. Display the cover of Career
Day. As a class, discuss what the word career means. Then, read the book
aloud to the class, highlighting the various careers mentioned.
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Unit Plan: The People, Places, & Things In My Community
After Reading-Discuss the different types of community helpers from the book.
-Have the children think about what they want to be when they grow up.
-Have the children turn to page 7 of the My Community Book. Have the
children write what they want to be when they grow using the template “When I
grow up I want to be a __________” and draw a picture.
Assessment:
-Graphic Organizer
-KWL Chart
-Class Discussion
-Quiz
-Visual Representation
-Monitor children’s illustration
-Publishable Book (See attached rubric)
Closure: Congratulate the children on finishing their book! Collect the books
and save for career day. Refer to the KWL chart from previous lessons. Fill in
new information to “learned” column.
Lesson 11: Me On the Map
Length: 1 hour
Students will:
1) Be able to accurately locate Michigan on a map of the United States.
2) Understand that maps are a tool used to show where things go.
Materials:
-Me On The Map by Joan Sweeney
-Chart Paper
-Map of United States (multiple copies)
Lesson Overview:
Introduction-Review what the word “community” means.
-Tell the children that a map is a tool that shows us where things are.
-Explain that maps can show different communities.
Display the cover of Me On The Map. Have the children turn and talk to a
partner, discussing what they think the book will be about. Read the book aloud
to the class. During reading, use the map of the United States to follow along
18
Unit Plan: The People, Places, & Things In My Community
in the story.
After Reading-Create a concept web including all of the things children learned from maps, as
well as what the maps included.
-Split the children into small groups, distributing a map to each group. Have the
children follow the step-by-step instructions from the book in order to locate
our place on the map.
Assessment:
-Small Group Discussion
-Class Discussion
-Graphic Organizer
-Concept Web
Closure: Tell the children that they will be learning more about their
community, and at the end of the week they will have made a map of their own
town!
Lesson 12: Our Community
Length: 1 hour
Students will:
1) Create a collage that accurately displays images found in community
2) Brainstorm a list of things found in our community
Materials:
-All through my town by Jean Reidy
-Various magazines
-Glue
-Scissors
-Role Paper
-Chart Paper
Lesson Overview:
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Unit Plan: The People, Places, & Things In My Community
Introduction-Review what the function of a map is.
-Explain to children that our town is a community with many different people,
places, and things.
Display the cover All through my town by Jean Reidy to the class. Have the
students echo read, as you track the print.
After Reading-Discuss the things the children saw in the book.
-Brainstorm a list of things we see in our town.
-Have the children split into small groups and make a “collage” of all the things
in our community. Use magazines to cut and glue pictures onto roll paper.
-Display the children’s collages around the classroom.
Assessment:
-Small Group Discussion
-Class Discussion
-Graphic Organizer
-Brainstorm Web
-Collage (See attached rubric)
Closure: Tell the children that they will be learning more about their
community, and at the end of the week they will have made a map of their own
town!
Extension: Take a field trip and walk around the town, recording student
observation.
Lesson 13: Transportation In Our Community
Length: 1 hour
Students will:
1) Identify various types of transportation in our community
2) Match community helpers to their vehicle
Materials:
-Cars and Trucks and Things That Go by Richard Scarry
-Community Helper Vehicle Cutouts
20
Unit Plan: The People, Places, & Things In My Community
-Chart Paper
-Glue
-Scissors
-Assorted Arts & Crafts
Lesson Overview:
Introduction-Review the various people, places, and things that we have in our
community.
-Make a list of transportation found in the community.
Display the cover Cars and Trucks and Things That Go. Read the book
aloud to the class, stopping frequently to compare and contrast the
different modes of transportation in the book to ones in our own
community.
After Reading-Discuss the modes of transportation that the children saw in the book.
-Using the vehicle cutouts, have the children help you match the vehicle
with the appropriate community helper.
-Have the children design their own vehicle using assorted arts and
crafts. Save their vehicle for Friday.
Assessment:
-Class Discussion
-Observations
Closure: Remind the children that they will be making their community
maps tomorrow, and that Friday is career day!
Lesson 14: Making A Community
Length: 1 hour
Students will:
1) Make a model community using various materials and
manipulates.
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Unit Plan: The People, Places, & Things In My Community
Materials:
-My Community Cutout
-Glue
-Chart Paper with pre-drawn roads
-Scissors
-Construction Paper
-Markers
-Assorted Arts & Crafts Materials
Lesson Overview:
-Tell the class that you have learned all about the people, places, and
things that make up a community. Now, it will be their turn to make their
own community.
-Discuss the guidelines and rules for the map.
-All of the buildings must be used on the map.
-The map may only include things in our community.
-Students may use their imagination and add things to community,
such as playgrounds, people, road signs etc.
-Place students in small groups and supply each group with chart paper
with the pre-drawn roads on it.
-Hand out the community helpers and building cutout to each group.
Have student’s color, cut and paste the pictures onto their map along
the roads.
Assessment:
-Finished Community (See attached rubric)
Closure: Display each group’s map around the room for career day.
Remind children that tomorrow is career day!
Lesson 15: Career Day!
Length: 1 hour
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Unit Plan: The People, Places, & Things In My Community
Students will:
1) Dress up as what they want to be when they grow up.
2) Give parents a tour of their community & explain the roles of
each community helper.
3) Role-play their duty as a community helper.
Lesson Overview:
-Students will be able to show off their hard work and learning
throughout the span of the three weeks.
-Each student dresses up as what they want to be when they grow up.
-Parents are invited to come in and view the student’s accomplishments.
-Students will be able to give a tour of the community they built, as well
as share their My Community Helper Book, along with class collages and
various other assignments completed throughout the week.
-Students will be able to display their model vehicle to the class.
-After all student’s have gotten a chance to share their work, the
students will stand up and give a short presentation as to what they are
dressed up as, as well as what their role in the community is.
Closure: Students will be congratulated on their outstanding
performance and learning throughout the unit. All individual work may
be passed back to student’s to take home.
Annotated Bibliography:
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Unit Plan: The People, Places, & Things In My Community
1) Kalman, Bobbie. Helpers in My Community. New York: Crabtree
Publishing, 2010. Print.
We will read this book as a class to introduce the concept of community helpers.
This book introduces children to various different community helpers, and explains
their role in society. Firefighters, police officers, teachers, and doctors are some of the
few community helpers featured. The simple, easy text is perfect for emergent readers
both in whole group and individual settings.
2) Kottke, Jan. A Day with a Mail Carrier. New York: Children's,
2000. Print.
We will read A Day with a Mail Carrier to introduce the mail carrier as a
community helper. This book introduces the role of a mail carrier within the community,
and the various tasks in which they complete throughout the day. The book does a
great job of showing how valuable mail carrier’s are within our community.
Print.
3) Liebman, Daniel. I Want to Be a Doctor. Toronto: Firefly, 2000.
This book will be used to introduce a doctor as a community helper. Students
will be able to build text-to-self connections during reading, as the book describes a
typical visit to the doctor’s office. The easy to read text and colorful photographs are
perfect for both read alouds and individual reading.
4) Liebman, Daniel. I Want to Be a Firefighter. Canada: Firefly,
2000. Print.
This book will be used to introduce a firefighter as a community helper.
Students will be able to build text-to-self connections during reading, as well as expand
their ideology on the role of firefighters. The easy to read text and colorful
photographs are perfect for both read alouds and individual reading.
5) Liebman, Daniel. I Want to Be a Police Officer. Canada: Firefly,
2000. Print.
This book will be used to introduce a police officer as a community helper.
Students will be able to build text-to-self connections during reading, as well as expand
their ideology on the role of police officers. The easy to read text and colorful
photographs are perfect for both read alouds and individual reading.
6) Mayer, Mercer. Just Critters Who Care. New York, NY: Harper,
2010. Print.
This book will be used to introduce our community unit. In the book, Little
Critter brings both his family and friends together to help his elderly neighbor, who is
too sick to do yard work. Students will understand that people in a community live and
work together to promote the good of the whole. Students will also learn that friends,
family, and neighbors are members of a community.
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Unit Plan: The People, Places, & Things In My Community
Print.
7) Reidy, Jean. All through My Town. New York: Bloomsbury, 2013.
This fun, interactive, rhyming book is the perfect read aloud for emergent
readers. We will read this book while learning about the various components that make
up our own community. In the book, a bunny runs various errands throughout his town,
stopping to highlight certain things he sees along the way. The students will be able to
form text-to-self connections, comparing and contrasting their own town to the town in
the book. This easy text is perfect for both read alouds and individual reading.
8) Rockwell, Anne F., and Lizzy Rockwell. Career Day. New York:
Harper Collins Publishers, 2000. Print.
We will read this book as a class to learn about various types of community
helpers, aside from the ones we covered specifically in class. Students will learn about
various careers that people have, which will allow them to draw upon their own idea of
what they want to be when they grow up.
9) Scarry, Richard. Richard Scarry's Cars and Trucks and Things
That Go. New York: Golden, 1974. Print.
This book will be used to introduce the various types of transportation found in
communities. Students will be able to compare and contrast the vehicles we have in our
community to the vehicles in the book. The vibrant, detailed illustrations allow students
to easily infer the meaning of text.
10) Shannon, David. David Goes to School. New York: Blue Sky,
1999. Print.
We will read this book to introduce the concept of rules and regulations in
society. While David breaks many rules in school, we will first begin by discussing school
rules. Students will then conceptualize on a larger scale, and determine why rules are
necessary in our community.
11) Sweeney, Joan, and Annette Cable. Me on the Map. New York:
Crown, 1996. Print.
This book will be used in a class read aloud prior to completing the final project,
in order give students the necessary information needed to understand maps. Students
will follow the step-by-step instruction given in the book, starting with a young girl on a
map of her bedroom, leading all the way to her country on the map of a world. Once the
reader is familiar with the maps, she then explains to the reader how to find their own
country, state, city etc. on a map, leading them all the way back home.
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Unit Plan: The People, Places, & Things In My Community
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Unit Plan: The People, Places, & Things In My Community
No
!
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Unit Plan: The People, Places, & Things In My Community
My Community Helper
Book
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Unit Plan: The People, Places, & Things In My Community
By:
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Unit Plan: The People, Places, & Things In My Community
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Unit Plan: The People, Places, & Things In My Community
A
community helper.
is a
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Unit Plan: The People, Places, & Things In My Community
A
community helper.
is a
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Unit Plan: The People, Places, & Things In My Community
A
community helper.
is a
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Unit Plan: The People, Places, & Things In My Community
A
community helper.
is a
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Unit Plan: The People, Places, & Things In My Community
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Unit Plan: The People, Places, & Things In My Community
A
community helper.
is a
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Unit Plan: The People, Places, & Things In My Community
A
community helper.
is a
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Unit Plan: The People, Places, & Things In My Community
When I grow up I want to
be a
.
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Unit Plan: The People, Places, & Things In My Community
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Unit Plan: The People, Places, & Things In My Community
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Unit Plan: The People, Places, & Things In My Community
Mail Carrier
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Unit Plan: The People, Places, & Things In My Community
Neighbor
Family
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Friends
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Unit Plan: The People, Places, & Things In My Community
My Community: Cut & Paste Onto Map
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Unit Plan: The People, Places, & Things In My Community
Reflective Practice:
Quiz: Match each community helper with the picture that goes with what they do.
6-5 correct: Good grasp of content
4-3 correct: Understands content, yet still struggles with specific areas.
2-0 correct: Needs improvement; in need of assistance and guidance during
teaching
Collage Rubric
Student Name
Student Participated
Student did not Participate
Student A
Student B
Student C
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Unit Plan: The People, Places, & Things In My Community
Final Project Rubric: Model Community
Student
Name:
4:Active
participation and
accurate
understanding of
community.
3:Active Participation;
understands basic
concept of
community.
2:Little
participation,; little 1:Did not
concept of
participate
community.
Student A
Student B
Student C
Student D
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