Social Studies Unit Plan

Title of Unit: Community Helpers Grade Level: Second

Lisa Thomsen

Economics Standard: The student uses a working knowledge and understanding of major
economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

Pre-Test and Post Test

1. List three community helpers in the community.

2. What would happen if we did not have a trash man?

3. Does a doctor provide a service or a good to the community?

4. How does a fire fighter help our community?

5. Write True or False next to each statement. If there was a fire I would: _____ Touch my door to see if it was hot. _____ If the door was not hot I would open the door and evacuate room. _____ Go back inside to get my phone to call 911. 6. What does a firefighter do for our community? List two things. 1.

2.

Lesson Plans
Lesson Number 1 Title of the Lesson: Functions in the Community Benchmarks and Indicators: Benchmark 1: The student understands how limited resources require choice. Indicator 2: Provides examples of producers and consumers. Student Performance Objectives: The students will be able to describe a community helper and how they help the community. List of Materials: Career Day Journals Art supplies (scissors, crayons, markers, construction paper, yarn) Anticipatory Set: The teacher will read Career Day to the students. At the end of the book, the teacher will tell the students that they will be discussing different jobs in their role in the community. Instruction/Modeling: The teacher will lead the students in a discussion regarding occupations in the community. The students will brainstorm more jobs in the community. The teacher will then lead a class discussion about how critical these jobs for our community to function. The teacher will use examples such as the trash man. The teacher will ask the students what would happen if there were no trash men. Have the students describe what our community would like look if there were not community helpers.

Check for Comprehension: The teacher will ask comprehension questions such as, What would happen if there were no police officers? and Describe what the community would look like if there were no grocery stores. Guided Practice: The students will work in small groups of four to five members for this activity. Each group will have to select four to five community helpers to act out in front of the class. The occupations selected should be what the group perceives as the most important jobs in the community. The class will guess what the persons job is based on their actions. Once each member has acted out their part, the group will explain to the class why they think the occupations they selected are the most critical to the community. The teacher will demonstrate an example of what the groups performance should look like. The teacher will also be walking around the room to give the students guidance. Independent Practice: Each student will choose one community helper. The students will construct a picture of what this helper looks like. They will then either bring a prop from home or make their own prop that represents their community helper. The students will share their community helper picture with the class. They will explain what their community helper does and how their prop represents their community helper. Closure: The students will choose one community helper to write about. The students will each write about what it would be like to live one day in a specific community helpers life. The journal entry should be directly related to what the community helpers job entails on a day-to-day basis. If the students want to they can add what the community would be like without their job. Once everyone has

completed their journal entry, the class will gather on the carpet to share what they have written. The teacher will sum up the lesson by stressing the importance of the community helpers. Evaluation: The teacher will collect the students journals. The teacher will then check the journals to ensure the students have the correct described the job of the community helper they have chosen. The teacher will also check for accuracy on what the community helpers bring to the community through observing the students art activity and reading their journal entry. Throughout the creation and the performance of the charades game, the teacher will make sure each member is being an active participant.

Lesson Number 2 Title of the Lesson: Goods and Services in the Community Benchmarks and Indicators: Benchmark: The student understands how limited resources require choices. Indicator 1: Knows the difference between goods and services, and provides examples how each satisfies peoples wants and needs. Student Performance Objective: The students will be able to describe the differences between goods and a services provided in our community. List of Materials: I am Going to Grandmas House Pre-made t-charts (one for each group) Cards with Goods and Services (one for each group) Business Card Outline Memory Cards Anticipatory Set: The teacher will read the book I am Going to Grandmas House with the students. The teacher will lead a class discussion on where they can find the items, mentioned in the book, in their community. The teacher will tell the students that they will be learning about how to determine if these items are a product or a service. Instruction/Modeling: After reading I am Going to Grandmas House with the students, the teacher will discuss the differences between a service and a product. The teacher will use the book to provide examples for the students.

Check for Comprehension: The teacher will ask the students questions such as, Where could I get a bag of grapes? Does the grocery store provide me with a product or a service?. The teacher will also ask the students if the products or services provide community members with needs or wants. Guided Practice: The teacher will ask for volunteers to tell the class what the difference is between a product and a service provided in the community. After the students have answered, the teacher will divide the students up into groups. Each group will have a set of cards with pictures of goods and services provided in the community. The students must put each picture in the appropriate place under the t-chart provided by the teacher. The t-chart will have two sides, one that reads products and one that read services. The teacher will go around and ask each group to define the difference between a product and a service. The groups can use what they have done with their t-chart as a reference for examples. Independent Practice: The teacher will have the students make their own business card. Their business card will consume information based on the profession that they want to do when they grow up. On the business card, the students will provide a brief description of what they do. The students will also include what service or product they present to the community on their business card. The students must state weather they provide a product or a service to the community. Closure: As a class, the students will play a game of memory with cards that have the picture of services and products from the community. Once a match is found, the student must place the card under the correct spot on the t-chart. The t-chart will be

on the white board and it will have two sides, one that reads product and the other side will say service. Evaluation: The teacher will informally assess the students as they are filling out their t-chart in their groups. The teacher will make sure each student is participating. The teacher will also make sure that the students have correctly sorted their cards and can state what the difference between a product and a service is. The teacher will collect the business cards and evaluate them to ensure the students have correctly stated what their product or service is.

Lesson Number 3 Title of the Lesson: Guest Speaker From ______________ Benchmarks and Indicators: Student Performance Objective: List Materials: Anticipatory Set: Instruction/Modeling: Part One Part Two Closure: Evaluation: Fire fighter come and tell the students what they do. Car accidents Fires Keys locked in the car Cats out of trees Mini classroom- have students set up room and