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COMMUNITY
AND COMMUNITY HELPERS
A first grade integrated unit on the community including lessons in language arts,
mathematics, and science all united by a social studies standard.
Mark Fioramonti
Course #: EDU. 300
April 26, 2017
Dr. Reister
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Table Of Contents
Cover Page……………………………………………………………………………………….Page 1
Table of Contents………………………………………………………………………………...Page 2
Rationale…………………………………………………………………………………….. …..Page 3
Concept Map……………………………………………………………………………………...Page 4
Content Outline…………………………………………………………………………………...Page 5
Language Arts Lesson (6E Model).........................................................................................Page
6
Mathematics Lesson (Backwards Design Model).................................................................Page
10
Science Lesson (Gizmo).......................................................................................................Page
14
Appendix………………………………………………………………………………………...Page 18
Glossary………………………………………………………………………………………….Page 19
Resources ………………………………………………………………………………………Page 21
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Rational
This integrated social studies unit contains one lesson on language arts, mathematics, and
science designed for a first grade classroom setting and it is centered around the social studies
topic of communities and community helpers. The language art lesson uses the 6E model
throughout the lesson based on community helpers and their role in the community. The
mathematics lesson deals with telling and reading time and the role time plays in our everyday
activities while utilizing the backwards design model. Lastly, the science lesson is centered
around a gizmo where students can be involved in a project having to do with building and
building structures. Throughout each of these, AERO and common core standards are used.
Each one of these lessons helps the students have a better understanding of the many factors
and intricate pieces that are involved within a community. From jobs to time of activities to
structures of buildings each piece of the community plays an essential part in the community itself.
Understanding each of these aspects of the community helps the students better understand
where they live, and the different functions of their community.
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CONCEPT MAP
English
Math:
Language Science:
Backwards
Arts: 6E Gizmo
Design Model
Model
Identifying community Read and tell time from Students will be able
analogue and digital to recognize the
helpers as well as
clocks and relate them to buildings in their
seeing their role and neighborhood and
activities done during the
how the structures
the students role in the
Students will understand
social systems and structures
and how these influence
individuals.
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CONTENT OUTLINE
I. Rational
a. The rational is a brief description of what the unit is about as well as what standards and
tools are used throughout each lesson.
II. Concept Map
a. The concept map is a visual tool for the benefit of both the teacher and the student.
i. Maps out: The 3 subjects taught (Language Arts, Math, Science)
ii. A general description of those topics all within the context of communities.
iii. A conclusion drawing the relationship between each lesson and the community
III. Language Arts Lesson
a. Based on common core standard for first grade language arts
b. This lesson will introduce the concept of communities and the role community helpers play
in these communities as well as the students roles.
i. Begins with questioning the students about what they know about their own
community
ii. Students will be engaged by matching community helpers with their tools and
buildings
iii. Question the students as to what they want to be when they grow up
iv. Question and give examples of how they (the students) can be involved in their own
community
IV. Mathematics Lesson
a. Based on AERO standards
b. This lesson will help students be able to read and tell time and relate it to activities during
the day
i. Discussion on why time is important
ii. Hour, minute, and second explained on analogue and digital clocks.
iii. Explain what role clocks and time have within the community
V. Science Lesson
a. Based on AERO standards
b. This lesson will show students how buildings are made and the importance of structure and
balance within these buildings.
c. Explore different problem solving techniques pertaining to buildings and their structures.
i. Trial and error building buildings with different materials
ii. Explain the importance of balance and a base
iii. Angry Birds Gizmo
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Mark Fioramonti EDU 300
Early Education, Intervention Specialist; May 6, 2017
Social Studies Standards: American Education Reaches Out (AERO) Standard #5: Students
will understand social systems and structures and how these influence individuals. Topic:
Communities and Community Helpers, English Language Arts CCSS.ELA-LITERACY.L.1.5:
With guidance and support from adults, demonstrate understanding of word relationships and
nuances in word meanings.
1. Objective: The student will be able to define and explain what the words “community” and
“community helpers.” In addition, students will be able to identify community helpers and the
specific roles they have within the community. Lastly, students will be know their own roles
within the community and what they can do, as students, to improve their community.
2. Content Standard (s) Common Core: First grade level, Language Arts, CCSS.ELA-
LITERACY.L.1.5.B: Define words by category and by one or more key attributes (e.g., a duck
is a bird that swims; a tiger is a large cat with stripes).
CCSS.ELA-LITERACY.L.1.5.C: Identify real-life connections between words and their use
(e.g., note places at home that are cozy).
3. Motivation: A basic understanding of the roles community helpers play in the community
(such as knowing what firefighters, doctors, and mailmen do). This knowledge will be
connected in the lesson in a couple different ways. I will ask for examples of community helpers
the students have seen or recognized and then ask the students to describe any ways they have
experienced or interacted with these people in the community. Lastly, the students will be asked
what they want to be when they grow into adults.
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4. Instructional materials:
- Cardboard cutouts of different community helpers, their tools, and buildings.
- Smartboard
- Markers, crayons, colored pencils and sheets of paper
- The book, Whose Job is This
5. Procedures:
- Much of the introduction part of lesson will be question asking so as to get the students
involved and interested. The first question will be “What is a community?” followed by
“What is a community helper?” (Engagement)
- Students will then be asked where they have encountered or experienced community
helpers (Engagement)
- Once these questions are asked and these words are defined the main section of the lesson
will begin. I will take the cardboard cutouts of community helpers, their tools, and
buildings they work in and scramble them. Students will be called on and match the
community helper with his or her tool and building. Once they have the three
components matched, a brief description will be given (by the teacher) of that community
helper and the role he or she plays in the community. (Engagement)
- After each community helper is matched and a description is given, students will then
pick a community helper that they want to be when they grow up and draw a picture of
themselves as that helper (which will be hung up around the school). (Engagement)
- After they have drawn their pictures I will read the book Whose Job is This so students
can make a connection between the lesson and to give more examples of what
community helpers do. (Elaboration)
- After reading the book, students will be given a short online quiz on the book. It will be
done as a class on the smartboard. (E-Learning)
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- After taking the quiz the students will be asked (verbally) how they can be involved in
their own communities. I will mark down everyone’s response on the chalkboard and
encourage the students to ask their parents how they can pursue this involvement.
(Exploration) (Evaluation)
- Lastly, students will be assigned to go home and research (with their parents) the
community helper that they want to be when they grow up and they will share their
findings in class the next day. (Exploration) (E-Learning) (Explanation) (Evaluation)
6. Classroom Discussion: Classroom discussion will be a very key part to the lesson.
Questions such as:
- “What is a community/community helper?”
- “Where have you seen or experienced community helpers?”
- “How can students be involved in the community?”
A discussion will also be held after the lesson is finished, the next day, which will involve asking
the students what they learned about the community helper they want to be.
7. Academic vocabulary:
- Librarian - Dentist
- Doctor - Police officer
- Firefighter - Construction worker
- Mail carrier - Teacher
- Community
8. Assessment and Evaluation: Discussion will occur in which the teacher will ask the students
how they can help and be involved in their own community and give them ways in which they
can do that. Students should be able to recognize community helpers and understand their roles
within the community.
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Value Added:
- Used the book, Whose Hands Are These. This is a book I created using google slides so
that students can see more examples of community helpers and what they look like.
- Created a quiz using Quizalize, an online website where teachers can create quizzes and
give them to students. This was a great way of assessing what the kids learned from the
book and helped me gauge which students were paying attention.
(https://www.quizalize.com/)
- 6E Learning Model: Used this model of learning as a way to engage the students and
inspire inquiry rather than just lectures and worksheets. This model includes:
engagement, exploration, elaboration, explanation, evaluation, and E-learning.
Throughout this lesson students will using all 6 of these aspects of this model.
Universal Design for Learning:
- For students with ADHD they will be seated at the front of the room so that the teacher
can work more closely with the student and make sure they are staying on task.
- For a student that has difficulty seeing he or she will be given a copy of Whose Hands
Are These so that they can see what the community helpers look like while following
along with their ears.
- For an English Language Learner they will be placed with a peer so as to be able to better
participate with the classes discussions
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Mark Fioramonti EDU 300
Early Education, Intervention Specialist; May 6, 2017
Social Studies Standard: American Education Reaches Out (AERO) Standard #5: Students will
understand social systems and structures and how these influence individuals. Topic:
Community and Community Helpers, Math CCSS.MATH.CONTENT.1.MD.B.3: Tell and
write time
1. Objective: Students will be able to tell and write time from analog and digital clocks.
Students will be able to identify the correlation between the time of day and certain activities of
that time of day. Lastly, the students will be able to understand the difference between hours and
minutes and they will be to identify them on the analog and digital clocks. (Stage 1: Desired
Results)
2. Content Standard (s) Common Core: First Grade Level, Mathematics
CCSS.MATH.CONTENT.1.MD.B.3: Tell and write time in hours and half-hours using analog
and digital clocks. (Stage 1: Desired Results)
3. Motivation: Students will be asked a variety of questions about time so as to pique their
interest. First, the class will be asked, “Why do we use clocks?” Once students have recognized
the necessity of clocks and time, they will be asked at what time of day (morning, afternoon,
night) they do certain activities. This will be done so they can see that time plays a key role in
all their activities of the day.
4. Instructional Materials:
- A plastic analogue clock for kids
- Dry erase board, markers, eraser
- The book, The Clock Struck One
- Timer
5. Procedures:
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- The lesson will begin by asking students why we need time and clocks? What role do
they play in our lives?
- Once the class has discussed the importance of time and clocks, a general understanding
of the times of day will be reviewed. Students will be asked a bunch of questions similar
to these: “When do you get awake?”, “When do you do your homework?”, or “When do
you have recess?” Students will then match the answer to these questions to the correct
time of day (i.e., morning, afternoon, night).
- After these questions are matched to the appropriate time of day, the main section of the
lesson plan will begin. I will first explain how an analog clock works using the plastic
analog clock. I will explain the difference between the hour, minute, and second hand
and how one moves faster than the other and how each represents different amounts of
time. Following that, I will explain the digital clock and how the hour is on the left and
the minutes are on the right.
- Following that explanation students will be asked what certain activities they could do in
a second, a minute, and an hour.
- Students will be able to get up and move around a bit. I will explain how they can use
their own arms in the same way the arms of a clock work. I will begin by telling them to
use their arms to represent simple times such as 3:00, 9:00, or 12:00. After they get that
down, the students will be given times that are a bit more difficult, all involving minutes.
- After being able to move around for a while, students will return to their seats. The
students will be asked why time might be important within the community and the people
in the community. It will be explained how time plays an important role in the
community by helping people be on time for meetings, keep track of how much they
worked, and telling them when they can go home.
- The lesson will be finished by reading The Clock Struck One
- Throughout the following weeks, I will have the students write on a piece of paper the
time when a timer goes off which will occur randomly throughout the week. (Stage 3:
Learning Plan)
6. Classroom Discussion: Classroom discussion will be very open and vital to the class.
Through the asking of questions, students interest in the topic will be increased and a better
understanding of the subject will be obtained. Questions such as: “What can you do in an
hour?” and “What is the purpose of time?” will help students discuss time and the role of clocks.
7. Academic Vocabulary:
- Analog clock
- Digital clock
- Hour
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- Minute
- Second
8. Assessment and Evaluation: The use of the students arms as clocks might make the class a
little disorganized but by sitting them down and reading a book it will help bring order back to
the class to end the lesson. When the timer goes off throughout the following weeks, students
will eventually have a sheet filled with different times throughout the week. By using the timer
method, students will be able to practice their time telling skills throughout the coming weeks
instead of just learning it for a day and not practicing it in the future. (Stage 2: Assessment
Evidence)
Value Added:
- The Clock Struck One: Using this book added a big visual component to the lesson. It
helps the students become more familiar with digital and analog clocks which are on
every page. It also counts in hours all the way till midnight which is a concept we will
have talked about as a class but seeing it in the context of a visual story will benefit visual
learners. Lastly, it helps to bring the students back into focus after standing up using
their arms and body as a clock.
(Harris, Trudy, and Carrie Hartman. The Clock Struck One: A Time-telling Tale. New York:
Scholastic, 2010. Print.)
- Backwards Design Model: This learning model is used by the instructor to form a lesson
so as to attain a specific goal. This model looks at the objectives first and then works
backwards to form the unit. It helps for students in that the objectives of the class are
very clear and the way in which those objectives are to be met is also very clear.
(Grant Wiggens and Jay McTighe. Understanding by Design. Expanded 2nd Edition. (Upper
Saddle River, NJ/Alexandria, VA: Pearson Education/Association for Supervision and
Curriculum Development, 2005)
- Plastic analog clock: Using a plastic analog clock throughout the lesson can be very
beneficial to the students. It benefits visual learners by letting them see up close how a
clock works. It also benefits tactile learners as they are able to feel the clock and use
their hands to move the hands on the clock and see how it works using touch. Lastly, it
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can be beneficial to those who may have impairments of their eyes because they are able to feel
the clock and the physical hands of the clock and how they rotate.
Universal Design for Learning:
- For students with ADHD they student will be able to get up and move around a bit with
the “body arm clock” portion of the lesson. The student will also be placed at the front of
the room so as to have more close and direct interaction with the teacher.
- For students with physical disabilities such as crutches or a wheelchair, they will be
placed at the front of the class where they can easily get in and out of their seats.
- For students who are blind, they will be able to feel the plastic analog clock so as to have
that tactile learning ability and get a sense of how the analog clock works with the
different hands of the clock.
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Mark Fioramonti EDU 300
Early Education, Intervention Specialist; May 6, 2017
Social Studies Standard: American Education Reaches Out (AERO) Standard #5: Students will
understand social systems and structures and how these influence individuals. Topic:
Community and Community Helpers, Science K-2-ETS1-3
1. Objective: Students will be able to gain the perspective of an engineer achieve a general
understanding of how buildings are made, and understand why structures are important.
Students will also be able to explore different problem solving techniques when it comes to
buildings and structures.
2. Content Standard (s) Common Core: First grade level, science unit, K-2-ETS1-3: Analyze
data from tests of two objects designed to solve the same problem to compare strengths and
weaknesses of how each performs.
3. Motivation: The initial part of the lesson begins with the students splitting into groups and
constructing buildings out of toothpicks and marshmallows. This part of the lesson gets them
using their hands and not just sitting in their seats listening to the teacher lecture. They will also
be motivated through answering questions about what buildings they have seen in and around
their neighborhood. This series of questions will help them relate to the lesson.
4. Instructional materials:
- Marshmallows - Water balloon sling shot
- Toothpicks - Angry Birds stuffed animals
- Chalkboard, chalk, eraser - Look at That Building
- Cardboard boxes - Dodge balls
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5. Procedures:
- The lesson will begin by getting the students to use their hands and discover how
building structures work by trial and error. They will be split up into groups of three and
build a tower out of marshmallows and toothpicks (trying to build them as tall as they
can)
- After we measure the structures, seeing which is the tallest, I will explain how difficult it
is to build structures, especially tall ones.
- I will then ask the students how they approached the construction of their buildings and
whether or not they based their design off of buildings they have seen in their
neighborhood. I will relate this to then asking what buildings and structures they have
seen.
- I will then have the students stand on both legs and push them (gently) and then have
them stand on one leg and push them demonstrating how essential a foundation is in the
balance of a building. I will explain the importance of the base and foundations of
buildings and how balance is essential.
- I will then read Look at That Building, so that the class can get a basic understanding of
how buildings are built as well as construction concepts.
- Students will head to the gym where they will be split up into two team. One team will
build a structure using cardboard boxes and place Angry Bird characters within the
structures. After their structure is built, the other team will use three kick balls and a
slingshot to try to knock down the characters in the buildings. The teams will then switch
positions and repeat the same thing.
- The last part of the lesson will be a discussion of what did and did not work in the
structure of buildings and what they would they do differently to build their buildings.
6. Classroom Discussion: Unlike the previous lesson plans, this lesson does not depend as
much on classroom discussion but it does certainly play a part in the lesson. Most of the
discussion will be at the beginning of the lesson as we discuss the different buildings they have
seen in and around their neighborhood. The only other time discussion will be used is at the end
of the lesson when we gather and discuss the structures that did and did not work.
7. Academic Vocabulary:
- Balance
- Building
- Structure
- Weight distribution
- Foundation
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8. Assessment and Evaluation: Students will be asked to draw or construct one building they
have either seen in their neighborhood or that they thought up and bring it in to show the class
and discuss.
Value Added:
- Look at That Building: This is a great book for this lesson and perfect for first graders. It
is a book that almost all kids can relate to as it is about five friends who want to build a
doghouse for their dog Max (which many students have pets). This book talks about
terms we have mentioned already such as foundations and bases and it also helps connect
real world experiences for the students.
(Ritchie, Scot, and Samantha Swenson. Look at That Building!: A First Book of Structures.
Toronto: Kids Can, 2011. Print. )
- Gizmo: We created a gizmo called Angry Birds so that the students can become more
engaged in the lesson and so that they can use their hands. We also created it so that they
can learn to work together as a team and problem solve. It is a game in which we divide
the class into two teams. The goal is to see which team can keep up their characters for
the longest. One team will use cardboard boxes to set up a building and in it is placed
Angry Birds characters. Once their structure is complete, each player on the other team
will take turns firing dodgeballs using a slingshot at the building. The two teams will
switch places and the same steps of the game will occur. This is such a great gizmo as it
involves each and every student in a very engaging activity which involves problem
solving and working as a team. It also is an opportunity for me as a teacher to show them
the importance of a foundation and why the structure of buildings is so important.
(http://abrittwithoutnoys.blogspot.com/2012/10/angry-birds-game-life-size.html)
(http://frugalfun4boys.com/2013/06/06/how-to-build-a-catapult-out-of-dowel-rods-and-rubber-
bands/ )
Universal Design for Learning:
- For students with ADHD they will able to get out from sitting in their desks and not just
listen to a teacher lecture all day but work with their hands. Students with ADHD will
-
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- work with some of the more gifted students who are very focused so as to be able to stay
on task and work productively.
- For students with Emotional Behavior Disorder the objectives of the lesson will be made
clear to them and I will put an emphasis on the fun activity that we will be doing at the
end of the day
- For students that may be visually impaired we will have them be guided to use the
gizmo’s sling shot through the voices of his or her peers.
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Appendix
None
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Glossary
Analogue clock: A clock that has moving “hands” and hours marked from 1 to 12 to show one the time.
Balance: An even distribution of weight enabling someone or something to remain upright and steady.
Base: The foundational structure of a building.
Building: A structure with a roof and walls, such as a house, school, store, or factory.
Community: A group of people living in the same place or having a particular characteristic in common.
Construction Worker: A tradesperson, labourer (by tradition considered an unskilled tradesperson), or
professional employed in the physical construction of the built environment and its infrastructure.
Dentist: A person qualified to treat the diseases and conditions that affect the teeth and gums, especially the
repair and extraction of teeth and the insertion of artificial ones.
Doctor: A qualified practitioner of medicine; a physician.
Digital clock: A type of clock that displays the time in hours and minutes digitally.
Firefighter: A person whose job is to extinguish fires.
Foundation: The lowest load-bearing part of a building, typically below ground level.
Hour: A period of time equal to a twenty-fourth part of a day and night and divided into 60 minutes.
Librarian: A person, typically with a degree in library science, who administers or assists in a library.
Mail carrier: A person who is employed to deliver and collect letters and parcels.
Minute: A period of time equal to sixty seconds or a sixtieth of an hour.
Second: A base unit of time.
Structure: The arrangement of and relations between the parts or elements of something complex.
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Teacher: A person who teaches, especially in a school.
Weight distribution: The spreading out of weight so as to have an even amount of weight throughout.
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Resources
http://abrittwithoutnoys.blogspot.com/2012/10/angry-birds-game-life-size.html (Science Lesson)
http://frugalfun4boys.com/2013/06/06/how-to-build-a-catapult-out-of-dowel-rods-and-rubber-bands/
(Science Lesson)
Grant Wiggens and Jay McTighe. Understanding by Design. Expanded 2nd Edition. (Upper Saddle River,
NJ/Alexandria, VA: Pearson Education/Association for Supervision and Curriculum Development, 2005)
(Math Lesson)
Harris, Trudy, and Carrie Hartman. The Clock Struck One: A Time-telling Tale. New York: Scholastic,
2010. Print. (Math Lesson)
https://www.quizalize.com/ (English Language Arts Lesson)
Ritchie, Scot, and Samantha Swenson. Look at That Building!: A First Book of Structures. Toronto: Kids
Can, 2011. Print. (Science Lesson)
