The Gardener
TOPIC
Community workers are an important aspect of community life. It is important for children to understand the variety of occupations needed for each community to function.
RATIONALE
Although the students are familiar with what a community is, and what makes up a community, children may not recognize all of the positions community workers hold; from teacher and librarians, to doctors and dentists, to sanitation workers, police, and EMS. This lesson is precursor to the unit on Flemington.
PRIOR KNOWLEDGE
Students have been developing map skills, and discussing what buildings can make up a community, or neighborhood. This lesson follows the creation of community brochures for “their communities.”
CORE CURRICULUM STANDARDS
6.5 (Geography) All students will apply knowledge of spatial relationships and other geographic skills to understand human behavior in relation to the physical and cultural environment.
B. Places and Regions
2. Describe the physical and human characteristics of places.
STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
D. Oral Presentation
3. Talk about an experience or work sample in front of a small group
OBJECTIVES
1. Learning Objective-
The children will identify places and business within their community that is dependent on a variety of community workers.a. Behavioral Objectives – Students will be able to identify various aspects of their community, relating the building and business with the occupations associated with it.
Assessment – The class will create clues to their Mystery Worker, that relays what the worker does and where. Students will then share their worker with the class the next day, to have them guess the worker.
b. Behavioral Objectives – Students will ask the class their clues in a clear and loud voice.
Assessment – Students at the front of the class will be heard from the back of the room, allowing classmates to answer their clues to determine the Mystery Worker.
HOOK
After reading the Morning Message, students will read together a book about the community and its workers called, When We Grow Up by Anne Rockwell. The book is told by a class that shares what they will be when they are older. Occupations include a circus clown, an artist and a mechanic.
The Police Officer
ACTIVITIES
1. Students will come to the carpet and read the Morning Message. After answering the question, students will describe what a community is.
2. Students will hear the story about a class planning what they will be when they grow up. Pages that include “non traditional” workers, such as female plumbers and mechanics and male teachers will be acknowledged.
3. Although students will not be asked to share what their parent does, if they choose to share, that will be fine. Because of today’s economy, students may not wish to share; therefore, this will not be a goal of the lesson.
4. Students will then select a community worker, from the book, or on their own, to create a clue sheet for. Students will trace and color their representation of the worker, to be used as the last clue, or when the class guesses correctly.
5. Day 2. Students will be given time during seat work time to complete their worker. They will then present their community worker to the class.
The Chef
QUESTIONS & EXAMPLES
What is a community? We have talked about different places that make up a community, such as the school, the pizza place, and the park. But we didn’t really talk about who makes up the community. We are going to read a story about some children like you that have thought about what they want to do when they grow up. I want you to listen to see what kinds of workers they choose. I also want you to think about what people with those occupations do. What is an occupation? Great! It is a job. Miss Oley’s occupation is what? Great let’s read!
What is one occupation you remember from the book? Great, what do people with that job do? Do you know when they work? What do they use when they work? Do you think they have to go to special training or school to do that? Anything else you want to share?
You did a great job! Now, we are going to see how well you know your community workers. We are going to create Mystery Workers. You will get a sheet like this. You will write clues on it like mine. They should be in a sentence, and have correct punctuation. I will read you mine, and see if you can guess it. Can’t guess it? Ok, here is you last clue, my Mystery Worker is... (I show my drawing of the worker.)
Can everyone think of a worker? Great! When you have thought of your clues, be sure to edit it. Raise your hands, and we will come to you to check it over. After you write your clues, go to the art center, and choose a piece of paper, and trace and color your worker. If you have an idea, you can move to any spot in the room to write your clues. Anyone that needs help thinking of something; come talk to me and we can see what we can think of.
CLOSURE
Students will move around the room to work on their clues. Because it is a Mystery, the students will probably choose to keep things secret. If students have questions, or need ideas, they can ask.
INDIVIDUALIZATION
Some students may have some difficulty selecting a worker and/or writing clues. Students can work with the teacher, or look through the book. If students work with a peer, they will be paired; however, the partner can not guess during the next day’s class.
The Principal
Reading Alternatives
“Who Works Here?” by Caroline Arnold.
“Communities.” By Gail Saunders-Smith
Photos and graphics of various community workers. Would be shown to students as the hook, to have students describe the jobs being done.
