Community Helpers Unit

Lesson 1
(30-50 mins)
Course: Kindergarten Social Studies
Date: 8/30/17
SOL Objectives:
K.6 The student will match simple descriptions of work that people do with the names of those
jobs.
Materials needed:
Places in My Community book by Bobbie Kalman
Crayons
Scissors
Community Helper Booklets
Big Book Paper
Markers

Class Objectives:
Students will recognize what a community is and what community helpers are.
Students will match community helpers to their appropriate place of work.
Students will acknowledge that community helpers are both boys and girls and they both
can do the same profession.
Connection to Course Goals:
The objectives relate to the Virginia SOL.
Anticipatory Set:
Show students the community buildings clipart picture and give them time to study it.
Teacher Think Aloud:
What buildings do you recognize in the picture?
When you look at this picture what does it make you think of?

Introduction:
Teacher Think Aloud: This picture represents a community. A community is a group of people
living in the same place. A neighborhood, a town, or a city can be a community. A community
helper is someone who does a job that helps the community.
There are many different types of community helpers. Some help keep us safe, such as police
officers and firefighters. Some help keep us healthy, such as doctors, nurses, and dentists.
Teachers help us learn, garbage collectors help keep our community clean, letter carriers help us
communicate, and store clerks help us when we need to buy things. People who work as bus
drivers, lawyers, barbers, veterinarians, and secretaries are also community helpers.

Procedures:
 Have students meet on rug quietly on their designated spot. Show the cover of the book
Places in My Community by Bobbie Kalman.
After reading the book use the big book paper to make a list of the community helpers
that were mentioned in the text. Ask the students to tell you what each of the community
helpers jobs are and record them by each.
Teacher Think Aloud: In the text, we learned that firefighters put out fires to keep us
safe. Record this by the picture of the firefighter on the big book paper. Repeat this step
for all community helpers.
Ask the question, Who can be firefighters?The correct response from the students
would be both girls and boys. Repeat this question for each community helper.
Ask the question, Can you think of any other details of a firefighters job or an instance
when we would need a firefighter? Repeat this question for each community helper.
Have students return to their seats quietly and pass out the Where do they work
community helpers booklet. Have students write their name on the front and assist them
if needed.
Model the directions for the students and read the words on the page aloud to the
students.
Directions for each student:
Booklet cover write your name
Name the building and circle the community helper that works there.
Cut out the booklet cover and pages and stack them in order. I will staple each of
their books.
Color your community helpers booklet.

Conclusion:
Teacher Think Aloud: Today class we began our unit on community helpers and why they are
important to our community. We need these helpers for various reasons and they help make our
community safe, healthy, and helpful. Be thinking of which community helper you may want to
be when you get older.
Allow students to provide their feedback now.

Assessment:
The community helpers booklet and the big book paper are both used for assessment. The
students will provide knowledge of each community helper before recording it on the big book
paper. The students will also connect the community helpers to the appropriate building they
work at in their booklets. These activities are used as assessment to check for understanding.

What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future
changes.
 Community Helpers Unit Plan
Lesson #2

Course: Kindergarten Social Studies

Date: 8/31/17
SOL Objectives:
K.6 The student will match simple descriptions of work that people do with the names of those
jobs.

Materials needed:
Lets Meet a Firefighter by Gina Bellisario
Crayons
Pencil
Scissors
Markers
Big Book Paper
My Fire Book Activity (Integrates mathematics)
Firefighter connect the numbers worksheet (Integrates mathematics)
Firefighter unisex color worksheets
o Including Dress the Firefighter activity
Class Objectives:
Students acknowledge what firefighters do in the community.
Students will recognize that both boys and girls can be firefighter.
Students will recognize that firefighters when on duty live in the firehouse.
Students will recognize the different clothing that firefighters wear for safety.
Connection to Course Goals:
The class objectives relate to the VA SOLs.
Anticipatory Set:
Have a red plastic firefighter hat and hold it up for the class to see.
Teacher Think Aloud:
Does anyone know which community helper wears this hat?
Why do they wear these hats?

Introduction:
Teacher Think Aloud:
Yesterday we discussed community helpers and why they are important to our community. Can
anyone tell me again why they are important or name a certain community helper and tell me
their importance? Today we are going to do some activities that help us learn more about
firefighters.
Procedures:
Ask students to meet on the rug on their designated spots for story time.
 Model the cover of the book Let's Meet a Firefighter by: Gina Bellisario.
After reading the text to the children, ask if there was anything new they learned that we
could add to our big book paper that we did on the previous day.
If so, record student responses on the big book paper.
After student return to their seats, pass out the My Fire Book activity.
Instruct the students to put their name on the front of the book. Assist students if needed.
Explain to the students that for each picture we come to in the book we have count the
number of pictures labeled and write the correct number on the page.
For example, model the first picture of a firehouse. Have the students write the
number one beside the word firehouse because in the picture there is only one
firehouse.
Teacher Think Aloud: How many fire trucks are there in the picture?
Allow students to answer and have them record the number in front of the words fire
truck. Continue to do this for all the pictures in the book.
Pass out the connect the dots from #1-#25 firefighter worksheet
Teacher Think Aloud: With this activity you will begin with the number one and trace your
way in order from the beginning #1 to the end #25.
Some students will need help with this so continue to monitor students work.
Pass out the Dress the Firefighter activity
Instruct the students to cut out the girl and the clothing of a firefighter.
Hold each article of clothing up and ask students what it is and why its important
for them to wear it?
After going over each piece of the firefighters uniform, instruct students to glue each clothing
article to the appropriate place on the girl.
Monitor students work and assist where needed.
Pass out the other cut out of the boy firefighter and allow students to color him.
Teacher Think Aloud: Who can be firefighters?Wait for students to say both
boys and girls.
The importance for having the students do two firefighter activities with a boy
and girl is to stress the point that anyone can be a firefighter.
If theres remaining time allow the students to go back and color all their work.
Conclusion:
Teacher Think Aloud: So today class, we learned where firefighters work and what their
uniform looks like. A firefighter is just one of many community leaders that we have in our
community. Is there anyone that would like to be a firefighter when you get older?

Assessment:
I will assess by asking questions pertained to the content after the reading, while we are adding
the big book paper, and by monitoring students work and asking questions during their activity
time. No formal assessment needed yet.
What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future
changes.
 Community Helpers Unit Plan
Lesson #3

Course: Kindergarten Social Studies

Date: 9/1/17
SOL Objectives:
K.6 The student will match simple descriptions of work that people do with the names of those
jobs.

Materials needed:
Crayons
Big book paper
Markers
Police officer material activity
Police officer and letter carrier writing activity (Integrates literacy)
Different community leader cut out pictures
Popsicle sticks
Glue
Scissors
Sticker police badges
Class Objectives:
Students will recognize what police officers do in the community and gender.
Students will recognize what letter carriers do in the community and gender.
Students will recognize the duties of doctors, nurses, dentists and gender.
Connection to Course Goals:
Classroom objectives relate to the VA SOLs.
Anticipatory Set:
Present a blow whistle and blow it once to get students attention.
Ask students which community leader may use a whistle to direct traffic.
Give students time to form their guesses.
Introduction:
Teacher Think Aloud: In our community leaders unit we have discussed the roles of the
leaders. What important roles does a police officer have?
Procedures:
Ask students to meet on the rug on their designated spot.
Model the text Keeping You Safe by Ann Owens.
After reading the text, ask the students if they have any other new knowledge they would
like to add to the big book paper.
Pass out the police badges so the students can wear their badge and feel like a police
officer for a day.
 After students return to their seats pass out the Name the Things A Police Officer Uses
activity sheet.
Explain to the students that they only circle the items that a police officer uses.
Pass out the police officer written assignment sheet.
Instruct the students to trace the dotted words police officer on their sheet.
Teacher Think Aloud: Let's sound out the letter in the words aloud together.
Briefly review what a mail carrier does with the students.
Teacher Think Aloud: Remind me what does a mail carrier do?
Pass out the mail carrier written assignment sheet.
Instruct students to trace the dotted words mail carrier on their sheet.
Teacher Think Aloud: Let's sound of the letters in the words aloud together.
Pass out the popsicle sticks and the different community leaders cut out and allow the
students to glue their community leader to a popsicle stick. Allow time for the students to
color their community leader.
o The different leaders they can choose from consist of a police officer, doctor, nurse, dentist,
mail carrier, and firefighter.
o Explain to the students that they will be using their community leader on a popsicle stick to
role play the roles of their leaders in a group.
o Model for the students a skit with a community leader popsicle stick.
Teacher Modeling/Teacher Think Aloud: Using your community leader popsicle stick
say: Hi, my name is Allie the firefighter. My job is to protect people, animals, and the
community from fire. I wear protective clothing so I do not get burned. When Im at
work, I live in a firehouse and ride in a fire truck. I put out fires with my water hose.
Assign students to groups of three and allow time for all of them act out their community
leader to each other.
During this time, I will walk around and monitor students participation and assist when
needed.
Conclusion:
Teacher Think Aloud: Today, we went into detail about what a police officer and mail carrier
do for our community. We also had the opportunity to act out our favorite community leader
with our friends. Remember, these are still only a select few of the many community leaders that
exist.
Assessment:
The students had the opportunity to shine and perform a skit in front of their friends. I walked
around and observed that they have learned by listening to their skits. I assessed after reading
when I asked the students what else could be added to our big book paper.
What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future
changes.
 Community Helpers Unit
Lesson #4
Course: Kindergarten Social Studies
Date: 9/2/17
SOL Objectives:
K.6 The student will match simple descriptions of work that people do with the names of those
jobs.
Materials needed:
Crayons
Pencils
Big book paper
Markers
Scissors
I Want to Be a Doctor by Daniel Liebman
What to Expect When You Go to the Dentist by Heidi Murkoff
When I Grow Up I Want to Be writing activity for class book
Tools of the Trade worksheet
Flip Book Activity
Students portraits (4X6 of face)
Colored cardstock paper
Glue

Class Objectives:
Students will match work tools with the correct community leader.
Students form opinions of how they would like to participate in the community.

Connection to Course Goals:

The objectives relate to the VA Economic SOL for social studies and writing SOLs.
Anticipatory Set:
Bring in a stethoscope and ask students, Does anyone know what this is? What community
helper(s) uses the stethoscope? What does the stethoscope do? Allow students to hear their own
heart beat with the stethoscope.
Introduction:
Teacher Think Aloud- Today class, we are going to briefly talk about Doctors and Nurses and
how they help our community. What do you think would happen to our community if we didnt
have these community helpers?
Procedures:
Have students meet at the rug and sit in their designated seats.
After kids are at the rug have model the cover of the book Max Goes to the Dentist by
Adria F. Klein.
 Read the book to the students and afterwards ask them if there was any new knowledge
that they learned and add it to the big book paper.
Ask students if any of them have ever been to the dentist.
Teacher Think Aloud- Have you ever been to the dentist? What was it like?
Next, model the cover of I Want To Be A Doctor by Daniel Liebman.
Read the book to the students and afterwards ask them if there were any new knowledge
that they would like to add to the big book paper.
Ask students to think about times they have been to the doctor.
Teacher Think Aloud- What are some things that your Doctor has done for you?
Have students return to their seats for activity time. Pass out the When I Grow Up
Sheet.
Explain to these students that they are going to write a community helper on the line
provided. It can be any of the helpers we have discussed in or outside of class.
Have students draw a picture of them as the community helper in the white space
provided above their sentence.
Encourage students to a good job because these will be published in a classroom book
that I will put together.
Pass out the Tools of the Trade activity sheet.
Instruct students to cut out each item or tool and glue it next to the appropriate
community helper.
Next, pass out a flip book thats already out together and stapled. The flip book has
pictures of every community helper we have discussed from neck down.
Next, tell the students to take the picture of themselves and cut out their head.
We will glue the head onto a piece of cardstock paper and the flip book under their
head/face. This way students can flip through and see themselves as each community
helper we have talked about.
Have students color their flip book. We will display these on the bulletin board outside
our classroom for the school to see.
Last, pass out construction paper to each student and tell them we are going to make
thank you cards to a few community helpers who are nice enough to come to our
classroom tomorrow.
Teacher Think Aloud- Boys and Girls, tomorrow we have a dentist, nurse, hairdresser,
and firefighter coming to our classroom to talk to you about their jobs. They are excited
to meet you and we need to show them we appreciate them and tell them thank you. We
are going to create thank you cards for them. I will walk around and assist you. On the
board, I have some thank you responses already written. I will read them aloud to you
and you can pick which one you would like to write.

Conclusion:
Teacher Think Aloud- Today we discussed the jobs of dentists, nurses, and doctors. Can anyone
be any of these community helpers? Yes, anyone can be when they put their mind to it and work
hard to get there. We not only did social studies in this unit but we did activities that dealt with
writing.
Assessment:
The Tool of the Trade sheet was used as an assessment. After the community helpers come in for
tomorrow's class, if a student is still struggling I would reteach. Or do I one on one session with
this child to catch them up.
What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future
changes.
 Community Helpers Unit Plan
Lesson 5
Course: Kindergarten Social Studies
Date: 9/3/17
SOL Objectives:
K.6 The student will match simple descriptions of work that people do with the names of those
jobs.
Materials needed:
Thank You cards
Listening ears
Class Objectives:
Students will distinguish between community helpers and their duties.
Connection to Course Goals:
Objectives are related to the VA SOLs.
Anticipatory Set:
Teacher Think Aloud- Boys and girls, how would you like to meet some of our local
community helpers?
Teacher Think Aloud- Im going to begin by introducing myself to the class. Hello, my name is
Mrs. Bullington and Im a Kindergarten teacher. Can anyone tell me why Im a community
helper? Students need to know that you are important to the classroom and the community.
Introduction:
Teacher Think Aloud- This week we have focused on many community helpers and their duties
in our community. Who can tell me what a community is? Who can tell me what a community
helper is?
After students have a clear understanding introduce them to the community helper who have
come to the classroom.

Procedures:
Allow for each helper to speak to the class and allow students to raise their hand
and ask them questions. Allow ten minutes for each community helper to speak about
their jobs and answer students questions. This will keep us on track with time.
Firefighter presentation
Nurse presentation
Hair dresser presentation
Dentist presentation
Lastly, have students gather their cards they have made for the community helpers
and allow the students to personally give them to each community helper. This teaches
the students respect and a valuable lesson on appreciation.
Conclusion:
Teacher Think Aloud: Today, we met some real-life community helpers. What did you think of
them? Can any of you see yourself doing what they do when you get older? Why is it important
for us to have these helpers in our community? How would our community be different if we
didnt have them? Boys and girls, Im proud of you and I hope one day when you get older that I
will see every one of you helping our community.
Assessment:
The questioning at the end of class is used as assessment.
What to do Next Time: Leave space in your plan to reflect on the lesson and suggest future
changes.