Community Helpers

1
Community Helpers
BY Marie Pitsenbarger and Marybeth
Alemagno First Grade
2
Table of Contents

• Economics
• Standard and Websites
• Activity 1
• Activities 2 and 3
• Activity 4
• Activity 5
• Government
• Standard and Websites
• Activities 1 and 2
• Activities 3 and 4
• Activity 5
• Citizenship Rights and Responsibilities
• Standard and Websites
• Activities 1 and 2
• Activities 3 and 4
• Activity 5
• Social Studies Skills and Methods
• Standard and Websites
• Activities 1 and 2

• Title Page
• History
• Standard and Websites
• Activities 1 and 2
• Activity 3
• Activity 4
• Activity 5
• People in Societies
• Standard and Websites
• Activity 1
• Activity 2
• Activity 3
• Activities 4 and 5
• Geography
• Standard and Websites
• Activities 1 and 2
• Activities 3 and 4
• Activity 5

3
History Standard

• Students use materials drawn from the diversity
  of human experience to analyze and interpret
  significant events, patterns and themes in the
  history of Ohio, the United States and the world.

Websites
Additional Activities about Federal
Holidays http//www.teacherlink.usu.edu/tlresource
s/units/Byrnes-celebrations/federalholidays.html L
essons on Heros http//titan.iwu.edu/9-11site/Web
pages/LessonPlans/Hero20Lesson.pdf Firefighter
Picture of 9/11 http//www.uwm.edu/People/closs/im
ages/firefighters1024_768.jpg President J. F. K.
Picture http//cache.eb.com/eb/image?id1899rendT
ypeId4 Amelia Earhart Official
Site http//www.ameliaearhart.com/
4
History Activities 1 and 2

• ACTIVITY 1
• Have the students research a president and their
  accomplishments. Discuss the importance of
  Presidents Day and remembering their
  achievements of their president.
• Materials
• Books of biographies of presidents
• Pencil
• Paper
• ACTIVITY 2
• Materials
• Large construction paper
• Calendar Template
• Crayons and Markers
• Pencil
• Have students create a calendar with one
  community helper they have learned and a brief
  sentence of the helpers service to the
  community.

5
History Activity 3

• ACTIVITY 3
• Have each student complete a page for a class
  book on the heroes (police men, fire fighters,
  nurses, and doctors) of 9/11. Have students fill
  in the following sentence ________ was a hero on
  September 11, 2001 because _____________.
  Students will then draw a picture at the top of
  the page.
• Materials
• New York's Bravest by Mary
• Pope Osborne and Steve Johnson
• Paper
• Crayons

6
History Activity 4

• ACTIVITY 4
• Students will read a book about Amelia Earhart
  and see one of the greatest female pilots of her
  time. After studying about her the students will
  create a poster explaining how a pilot is a
  community helper.
• Materials
• Book recommendation A Troll First-Start
  Biography  Young Amelia Earhart A Dream to Fly-
  Story  by Sarah Alcott, illustrations by James
  Anton
• Poster board
• Markers/ Crayons
• Pencil

7
History Activity 5

• Activity 5
• Have children create a personal timeline listing
  the community helpers they have encountered
  through major events in their lives.
• Birth
• Doctor/dentist visits
• Schooling
• Pet/s visits to vet
• Any other encounters with community helpers
• Materials
• Parents help in determining events and times
• Photographs
• Pencil
• Crayon/Markers
• Long strips of paper

8
People in Societies Standard

• Students use knowledge of perspectives, practices
  and products of cultural, ethnic and social
  groups to analyze the impact of their commonality
  and diversity within local, national, regional
  and global settings.

Websites
Community Helpers Theme http//www.first-school.ws
/theme/commhelpers.htm Our Community
Helpers http//www.uen.org/Lessonplan/preview.cgi?
LPid5597 Jobs of Community Helpers Review
Game http//www.hud.gov/kids/whatsjob.html Miller
Construction Company http//www.millerconstruction
.com/ Pavers by Design http//www.paversbydesign.n
et/ l
9
People in Societies Activity 1

• ACTIVITY 1
• Learning about community helpers, such as police
  officers, fire fighters and hospital workers, and
  taking community field trips will help students
  understand how they fit into their community and
  the world. Identify important aspects of
  community and culture that strengthen
  relationships within a family to create a family
  tablecloth for the classroom
• Materials
• pictures of national symbols from all countries
  to represent community helpers laminated and
  glued onto poster boards
• Books for researching different countries and
  symbols that represent a community helper
• a light/plain tablecloth
• paint and paint brushes
• markers
• table to lay tablecloth out on

10
People in Societies Activity 2

• ACTIVITY 2
• Have the children look through ethnic cook books
  and see what recipe they want to make. Have them
  create their own recipes by cutting out pictures
  of food and glue them to their recipe card.
• Children can then create names for their dishes
  and share their creation and the cultural
  background
• Materials
• Glue
• Magazine pictures of food
• Large index cards/Construction paper (recipe
  card)
• Markers
• Cook Book

11
People in Societies Activity 3

• ACTIVITY 3
• After reading the folktale of Paul Bunyan we will
  discuss how he was a community helper too because
  all lumberjacks are. We will color this picture
  of Paul Bunyan and write
  on the back what lumberjacks do.
• Materials
• Folktale of Paul Bunyan
• Picture
• Lined paper
• Pencil
• Markers/Crayons

12
People in Societies Activities 4 and 5

• ACTIVITY 4
• The high school foreign language teachers will
  come and share how other cultures communicate.
  We will learn simple greetings in many different
  languages.
• Materials
• Foreign Language teachers
• Handouts of the different greeting pronunciations
  
• ACTIVITY 5
• The local construction company will send a
  foreman to show the children how our culture uses
  wood, bricks, and other materials to build homes,
  while other cultures use mud, sticks, and leaves
  to build their homes! Together we will use
  materials to construct a home.
• Materials
• The Construction worker
• Popsicle sticks
• Twine
• Clay

13
Geography Standard

• Students use knowledge of geographic locations,
  patterns and processes to show the
  interrelationship between the physical
  environment and human activity, and to explain
  the interactions that occur in an increasingly
  interdependent world.

Websites
Your Neighborhood http//bensguide.gpo.gov/k-2/ne
ighborhood/index.html Education
World http//www.educationworld.com/a_earlychildho
od/newsletters/newsletterV02N09.shtml Community
Helper Costumes http//www.heirloomwoodentoys.com/
Community-Helper-Dress-Up-Costume-Collection-pr-19
816.html Mapping Your Community http//content.sch
olastic.com/content/collateral_resources/pdf/t/Tea
chNow_MappingCommunity.pdf Community Services and
Maps http//www.cde.state.co.us/cdeadult/IGLA/pdf/
CommServiceGroup.pdf j
14
Geography Activities 1 and 2

• ACTIVITY 1
• WHAT IS A COMMUNITY HELPER, ANYWAY?Encourage
  children to work on a definition of community
  helper. This will be a work in progress,
  constantly changing as children meet or learn
  about community helpers. Compare each community
  helper against the definition. (As the number of
  community helpers examined increases, the
  definition will become more generalized.)
• Materials
• Chart paper
• Marker
• ACTIVITY 2
• Materials
• Costumes and props
• Children will dress up as a community helper and
  share with the class their costume. They will
  explain why they are dressed that way and what
  that community helper does to help our community.

15
Geography Activities 3 and 4

• ACTIVITY 3
• Identify symbols that can represent a community
  helper. Explain what a symbol is and how they
  are used.
• cross for a Doctor, apple for a Teacher, book for
  a Librarian, tooth for a Dentist, star for a
  Police Officer, envelope for a mail carrier, fire
  for a Firefighter, bread for a baker, etc.
• Materials
• Chart paper
• Marker
• ACTIVITY 4
• Using the symbols we made in activity 1 have
  students create a map of our town labeling the
  community helpers with our symbols.
• Materials
• Tag-board
• Markers
• Map of our town

16
Geography Activity 5

• ACTIVITY 5
• Visiting the a fire department!
• Using the map of the town we made, we will plan
  route we will take there and back. Such as turn
  left at the library, turn left at the stop sign.
  This will help with giving directions to a
  location.
• Materials
• Our maps
• A step by step direction route on chart paper
• A marker to trace our route

17
Economics Standard

• Students use economic reasoning skills and
  knowledge of major economic concepts, issues and
  systems in order to make informed choices as
  producers, consumers, savers, investors, workers
  and citizens in an interdependent world.

Websites
Hierarchy of Needs http//www.union.umd.edu/GH/bas
ic_needs/images/maslows_hierarchy2.jpg Elementary
Economics Lessons http//www.moneyinstructor.com/e
lementary.asp Additional Lessons on
Economics http//www.glc.k12.ga.us/BuilderV03/LPTo
ols/LPShared/displayunit.asp?UnitID1468 Economics
Lessons Using Childrens Books http//www.mcps.k1
2.md.us/curriculum/socialstd/Econ_Geog.html Econ-o
-mania http//cte.jhu.edu/techacademy/fellows/Medv
etz/webquest/
18
Economics Activity 1

• ACTIVITY 1
• Identify the basic needs (food, safety, health)
  of human beings as a class. Determine how these
  needs are met and the roles of community helpers
  in meeting these needs.
• People need ___________. A ___________ helps
  them by _____________.
• Materials
• Tag-board
• Pencil
• Crayons/ Markers

19
Economic Activities 2 and 3

• ACTIVITY 2
• Children will categorize the jobs of various
  community helpers by the production of goods or
  the service offered. Have them do a free write
  journal on how these goods and services
  effect/benefit their community.
• Materials
• - Chart for class categorizations
• - Paper
• - Pencil
• ACTIVITY 3
• Students will categorize objects as man-made or
  natural resources after learning the difference
  between the two. Discuss with the class the
  scarcity of resources and how that effects the
  community helpers who use those materials.
• Materials
• - Chart for man-made and natural resources
• - Paper
• - Pencil

20
Economic Activity 4

• ACTIVITY 4
• Students will identify producers, consumers,
  goods and services targeted by selected
  advertisements. They will also work with a group
  to identify producers in their own community
  found in a local telephone book. As a class the
  students will discuss their findings and
  determine which of people they selected are
  community helpers.
• Materials
• - Definitions of producers and consumers
• - A few selected advertisements to discuss
• - Local telephone books
• - Paper
• - Pencil

21
Economic Activity 5

• ACTIVITY 5
• Have each child select the job of a community
  worker. They should create a product or offer a
  service according to their community helper.
  Each member of the community (class) will set up
  shop or service area. Each student will receive
  a problem which they need to solve through the
  help of their community. The class must exchange
  or find means of obtaining goods and services
  without money.
• Materials
• -Paper
• -Crayons/ Markers
• - Props
• -Individual Problems based on the community
• helper positions that the class chose

22
Government Standard

• Students use knowledge of the purposes,
  structures and processes of political systems at
  the local, state, national and international
  levels to understand that people create systems
  of government as structures of power and
  authority to provide order, maintain stability
  and promote the general welfare.

Websites
Community Club http//teacher.scholastic.com/commc
lub/officer/makbadge.asp Mayor of
Bellbrook http//maps.google.com/maps?ieUTF8qMa
yorofnearBellbrook,OHfb1viewtextcd3hle
nlatlng39642103,-84287750,9088378007191602798ei
a5oeR-v8N4uKiwHP2J11 Bellbrook Police
Department http//www.usacops.com/oh/p45305/index.
html Our Community Helpers http//comsewogue.k12.n
y.us/rstewart/k2001/Themes/community/helpers.htm
Drug Enforcement Agency http//www.usdoj.gov/dea/
index.htm
23
Government Activities 1 and 2

• ACTIVITY 1
• Have a Police Officer come in and talk to the
  class telling them what he does to make their
  neighborhood a safer place. He will then pass
  out police badges to all the students
• Materials
• Badges
• Police Man
• ACTIVITY 2 The Line Up!
• The Police officer will fingerprint them and
• trace their outlines as if they had committed
• a crime and the students will decorate them
• Materials
• White bulletin board paper
• Makers
• Crayons
• Ink (for fingerprinting)

24
Government Activities 3 and 4

• ACTIVITY 3
• The job of a police man is to ensure that
  everyone is following rules. In class make a
  list of rules for our own classroom. Each day
  there will be a police officer of the day to
  ensure everyone is following the rules.
• Materials
• Chart paper
• Marker
• Police badges from previous activity
• ACTIVITY 4 Visit to the Mayor
• The class will go together and visit the Mayor.
  On their trip they will recognize
  symbols that represent democracy.
  They will begin to learn what exactly a democracy
  is.
• Materials
• Clip boards to record symbols
• Pencil
• Bus to transport the students to the Mayor

25
Government Activity 5

• ACTIVITY 5
• After visiting the Mayor the children observed
  how a democracy is run. Our classroom will
  conduct an election to decide classroom
  responsibilities.
• EX Tyrone is good at sharing toys, Johnny is
  not. Tyrone should be the leader of playtime.
  The class will decide who should be in charge by
  a democratic vote.
• Materials
• Chart paper
• Marker
• Police badges from previous activity

26
Citizenship Rights and Responsibilities Standard

• Students use knowledge of the rights and
  responsibilities of citizenship in order to
  examine and evaluate civic ideals and to
  participate in community life and the American
  democratic system.

Websites
Good Citizen Test http//www.goodcharacter.com/ISO
C/Citizenship.html The Five Themes of Citizenship
http//www.education-world.com/a_curr/curr008.shtm
l Additional Lesson on Citizenship
http//www.civiced.org/index.php?pageconstitution
_day More activities on The Judge An Untrue Tale
http//www.afb.org/braillebug/RCActivities.asp?boo
kid32 Books and Lesson Plans on Community
Helpers http//www.mesa.k12.co.us/2003/Departments
/CommunityPartnership/Contextual20Learning/Bonnie
20Teets/minibook20lesson.pdf
27
Citizenship Rights and Responsibilities
Activities 1 and 2

• Activity 1
• Watch Citizenship in the Community. Have them
  write a list of the community
• workers that they see or are discussed in the
  video. Hold a grand discussion with
• the children about citizenship.
• Materials
• - Citizenship in the Community Video
• -pencil
• -paper
• Activity 2
• Read the book The Judge An Untrue Tale
• by Harve Zemach. Discuss the role of the judge
• as a community helper. Discuss whether the judge
  provided fairness to those brought
• before him. Create a venn diagram comparing how
  the judge helps the community
• and the role of another community helper that has
  been recently discussed.
• Materials
• -The Judge An Untrue Tale
• -Venn Diagram

28
Citizenship Rights and Responsibilities
Activities 3 and 4

• Activity 3
• Review the role of a judge as discussed in
  activity 2. Discuss with the class the meaning
  of fairness. Select one child to play the
  judge. Have the rest of the children work in
  groups to demonstrate fairness through a skit.
  Give each group a situation and have the judge
  determine whether the group was fair to everyone
  involved.
• Materials
• -Short description of a situation to be acted
  out
• -Props
• Activity 4
• Ask the children what they would like to be when
  they grow up. Do they want to be a community
  helper? Talk about the importance of
  demonstrating citizenship traits in a future job
  such as trustworthiness, fairness, self-control,
  and respect for those in authority. Have the
  students draw a picture of themselves as a
  community helper demonstrating one of the
  qualities listed above. May have to limit the
  class to a specific trait if the class is
  struggling.
• Materials
• -Large paper for class list of positive
  character traits
• -Paper or tagboard
• -Pencil, crayons, or markers

29
Citizenship Rights and Responsibilities Activity 5

• Activity 5
• Discussion Many community helpers such as police
  officers and teachers remind us to show respect
  to one another. What does it mean to respect
  someone? How can we show someone respect? Who
  should we show respect to?
• Class Book Create a class book titled
  Respectful Citizens. Review the term citizen
  with the children. Have each student make one
  page for the book filling in the blanks I give
  ___________ respect when I _______________. They
  may illustrate their page by drawing or selecting
  an image from the computer or a magazine.
• Materials
• - Tagboard or construction paper
• - Pencil, markers, crayons.
• - Hole Punch
• - Magazines
• - Yarn to tie book together

30
Social Studies Skills and Methods Standard

• Students collect, organize, evaluate and
  synthesize information from multiple sources to
  draw logical conclusions. Students communicate
  this information using appropriate social studies
  terminology in oral, written or multimedia form
  and apply what they have learned to societal
  issues in simulated or real-world settings.

Websites
Fire Station Virtual Tours http//www.kent.k12.wa.
us//curriculum/vtours/fire/tour.html Old
Macdonald Had a Farm http//www.amazon.com/Old-Mac
donald-Farm-Frances-Cony/dp/053130129X/refsr_1_6/
002-4799466-0077660?ieUTF8sbooksqid1192825383
sr1-6 Graphic Organizer http//content.scholasti
c.com/browse/article.jsp?id2985 Community
Club http//teacher.scholastic.com/commclub/ Softw
are for kids http//i2.iofferphoto.com/img/1162713
600/_i/15180511/1.jpg l
31
Social Studies Skills and Methods Activities 1
and 2

• ACTIVITY 1 Visit a local post office
• Discuss with children the role of mail carriers.
  Have children interview a mail carrier with
  questions previously discussed in class. During
  the tour show courtesy and respect and record the
  answers.
• Materials
• -notebooks
• -pencils
• -list of interview questions
• ACTIVITY 2
• Have the children write a speech they can share
  orally with the class. The speech will be
  written as if they are that community helper.
  Children will explain what they do to help the
  community and how their job is important
• Materials
• -note cards
• -pencil
• -books with information of a community helper

32
Social Studies Skills and Methods Activity 3

• ACTIVITY 3
• We will read the book Old MacDonald Had a Farm
  and identify the main idea on the worksheet
  below. We will then discuss the job of a farmer
  and how he is a community helper.
• Materials
• -Old MacDonald Had a Farm by Frances Coney
• -Main idea worksheet
• -Pencil

33
Social Studies Skills and Methods Activities 4
and 5

• ACTIVITY 4
• Students will together in a group setting and
  determine categories for sorting the community
  helpers they have learned. Examples of
  categories could be..
• Health School Safety
• Materials
• Chart paper
• Markers
• ACTIVITY 5
• Have the children obtain information about
  community helpers using a variety of resources,
  both orally(what they have learned) and
  visually(in books). Have them create a memory
  card game of community helpers and what they each
  one does to help the community. These memory
  cards will be used as a study tool to help study
  for their community helpers test.
• Materials
• Index cards
• Pencil
• Variety of resource books