Community Helpers Unit Plan

Amanda Belchunas
Thematic Unit: Community Helpers

1. Philosophy and Overarching Goals
Children learn by connecting new experiences to previous knowledge. This is best done
through play, since young children are active learners. My classroom will be a safe,
encouraging community where children can learn with and from one another. I will reach
multiple learning styles by providing children with appropriate activities in a variety of interest
areas. These activities will be connect to real-life experiences and students' interests.
2. Theme or Concept
This unit centers around the theme of Community Helpers. This theme aligns with Michigan
Early Childhood Standards of Quality for Prekindergarten. This theme allows for activities that
integrating different disciplines: social studies, mathematics, language and literacy, science,
technology, and the arts. Students encounter many people in their community each day, so
this concept is relevant to their present life. Also, it introduces children to community members
that they may not know, and makes them aware of future career possibilities. I will involve
families and other community members, and special effort will be made to represent the
diverse population within the community.
3. Big Ideas
Communities rely on many people working together.
Community members have many responsibilities.
Community helpers use different types of tools, equipment, materials, and vehicles to
help others.
4. Unit Outline
Week 1: Introduction to Community Helpers
Activities
Content Areas/Developmental Domains
Introduction to Community
Helpers
Anchor Chart/Journal
Community Helper Bingo
SS4: Children begin to learn about the reasons for rules

and laws, the importance of a democratic process, and the
responsibilities of being a member of a classroom, a
family, and a community.
Doctor/Nurse
Guest Speaker
Word Walk- A Day in the
Life of a Doctor
Journal: A Visit to the
Doctor
LEL1: Children begin to understand written language read

to them from a variety of meaningful materials, use
reading-like behaviors, and make progress towards
becoming conventional readers.
LEL2: Children begin to develop writing skills to
communicate and express themselves effectively for a
variety of purposes.
LEL3: Children develop abilities to express themselves
clearly and communicate ideas to others.
LEL4: Children grow in their capacity to use effective
listening skills and understand what is said to them.
LEL6: Children develop positive attitudes about
themselves as literate beings, as readers, writers,
speakers, viewers, and listeners.
Construction Worker
Tool Pattern Activity
Block Game
M1: Children begin to develop processes and strategies

for solving mathematical problems.
M2: Children begin to use the language of mathematics by
applying emerging skills in representing, discussing,
reading, writing, and listening.
M3: Children will begin to develop skills of recognizing,
comparing, and classifying objects, relationships, events
and patterns in their environment and everyday life.
M5: Children begin to develop skills of sorting and
organizing information, seeing patterns, and using
information to make predictions and solve new problems.
Scientist
Living/Nonliving Things
Nature Walk
Class Book
S1: Children develop positive attitudes and gain

knowledge about science through observation and active
play.
S2: Children show a beginning awareness of scientific
knowledge related to living and nonliving things.
Week 2: Helpers from Our Community

Activities
Content Areas/Developmental Domains
Firefighter (Fire Safety)

SEP10: Children recognize that they have a role in
preventing accidents or potential emergencies.
Freddie the Fire
Truck/American Red Cross
Community Day
Guest Speaker- Family
Members
Thank You Cards
LEL4: Children grow in their capacity to use effective

listening skills and understand what is said to them.
SS4: Children begin to learn about the reasons for rules
and laws, the importance of a democratic process, and
the responsibilities of being a member of a classroom, a
family, and a community.
Community Helper Review

Community Vehicle
Collage
Community Helper Flip
Book
CA1: Children show how they feel, what they think and
what they are learning through experiences in the visual
arts.
CA2: Children show how the feel, what they think and
what they are learning through listening, participating in,
and creating instrumental and vocal music experiences.
Community Helper Review

Community Helper Hats
Activity
Curious George Game
Community Helper Project
on iPad
TL 1: Children use a variety of developmentally

appropriate digital tools to learn and create.
TL 2: Children work together when using developmentally
appropriate digital tools.
TL 3: Children begin to learn to use and talk about
technology tools appropriately.
5. Resources and Materials

Activities
Introduction to Community Helpers:
Whose Hat is That?: A Little People Book, Peter Trumbull
Community Helpers anchor chart
Writing journals
Pencils or crayons
Community Helper Bingo (cards & clues)
Doctor/Nurse:
Nurse Body Part Rhyme & Flannel Board
A Day in the Life of a Doctor, Heather Adamson
Doctor kits for pretend play

Word walk cards, examine and patient
Writing journals
Crayons, pencils, markers, or other writing utensils
Construction Worker:
A Day in the Life of a Construction Worker, Heather Adamson
Tool kits for pretend play
Tool Grid Game
Tool Pattern Card
Dice
Blocks/Cubes
Scientist:
Are You Living?: A Song About Living and Nonliving Things, Laura Purdie Salas
Living/Nonliving anchor chart
Mystery Box, with a mixture of living and nonliving things
Sorting mats, living and nonliving
Living or Nonliving Sort Activity
Clipboards, paper, notebook for nature walk
Paper, pencils, crayons, and markers for class book
Firefighter:
Firefighter Frank, Monica Wellington

Fire Safety Activities
Freddie the Firetruck, American Red Cross
Community Day:
Parent/Family Guest Speakers

Paper, markers, crayons, stickers for Thank You Cards
Community Helper Review (The Arts):
Photographs of different vehicles (fire engine, train, police car, construction
equipment, etc.)
Colored construction paper, scissors, glue, markers
Community Helpers Anchor Chart (with pictures)
Community Helpers Flip Book (Body Flip Book Template)
Colored paper for front and back cover
Crayons, colored pencils, stamps, stickers
Photographs of children's faces
Community Helper Review (Technology):
Community Helpers Anchor Chart
Community Helper Hats PowerPoint
Curious George: On the Job Game
iPads
Draw and Tell HD App for iPad
Learning Centers
Dramatic Play:
Medical equipment (stethoscope, patella hammer, blood pressure cuff, scopes,
tongue depressors), x-rays, scrub uniforms, medical masks, bandages, rubber
gloves, patient charts, clipboards, pencils
Community Helper prop box (hats, uniforms, gloves, tools)
Blocks:
Police cars, fire trucks, police uniforms & helmets
Firefighter uniforms & helmets, air tanks, fire hose
Construction equipment (hammer, nails, saw, pliers, drill, screwdriver, screws,
wrench, tape measure), hard hats, construction uniforms, work gloves, blueprints
Magnetiles of different shapes and colors
Duplos of different colors (translucent for light table)
Toys, stuffed animals, sticks, rocks
Music & Movement:
My Mother is a Baker by Dr. Jean
Fire Truck by Ivan Ulz

Hurry, Hurry Drive the Firetruck by Barney & Friends
Career Day by The Bazillions
Art:
Doctor collage (band-aids, tongue depressors, gauze)
Living/nonliving collage (cut out pictures from magazines)
Toy trucks, cars, trains for painting tracks
Cooking:
Play dough, mixing bowls, rolling pins, cooking utensils, measuring cups, cutting
boards
Writing:
Envelopes, stamps, mailbox, postal carrier uniform & bag
Discovery:
Living/Nonliving Mystery Box
Living/Nonliving Sorting Activity & Mat
Classroom pet (fish, hamster)
Plants
Leaves, sticks, rocks, & seeds from nature walk
Magnifying glasses, clipboards, paper & pencils for recording observations
Sensory:
Sawdust or gravel, different types of trucks, traffic signs, construction barrels
Water, syringes
Play dough with Popsicle sticks, toothpicks, and other building materials
Toys & Games:

Nurse Shape Flip Book
Doctor Kit Memory Fun
Operation Board Game
Tool Pattern Cards
Block Game
Library:
Nurse Body Part Feltboard
Fiction and non-fiction books about different community helpers, including:
Whose Hat is That?: A Little People Book, Peter Trumbull
Are You Living?: A Song About Living and Nonliving Things, Laura Purdie Salas
Firefighter Frank, Monica Wellington
Technology:

iPads
Scholastic's Community Club Listen & Read activities
Guest Speakers/Visitors
Freddie the Firetruck (American Red Cross)
Nurse or Doctor (School nurse, local pediatrician, etc.)
Parent/family members from community
Possible Field Trips/Exploration Activities
Fire Station
Police Station
Post Office
Library
6. Organization
Daily Schedule
Arrival/Group Meeting
Breakfast
Welcome Song
Large Group Activity
Choice Time (Students explore interest areas)
Read-Aloud/Literacy Activity
Outside Time
Small Group Activity
Music & Movement
Lunch
Choice Time (Students explore interest areas)
Story & Rest Time
Outside Time/Dismissal
Classroom Diagram
7. Learning Experience Plans

Social Studies
Language & Literacy
Mathematics
Science
Art
Technology
Social Studies Lesson Plan

Age/Grade Level: Pre-K (4 & 5 Years Old)
Subject: Community Helpers
Title of Lesson: Introduction to Community Helpers
Big Ideas:
help others.
Standards:
SS4: Children begin to learn about the reasons for rules and laws, the importance of a
democratic process, and the responsibilities of being a member of a classroom, a family, and
a community.
Learning Outcomes:
Children will identify one or more person who helps their community.
Children will describe one or more way community helpers aid their community.
Materials for Lesson:
Whose Hat is That?: A Little People Book by Peter Trumbull
Community Helpers anchor chart
Writing journals
Pencils or crayons
Cards
https://docs.google.com/file/d/0B9rLY3HA8iU4NjgyMDY1MmEtYTUzMS00N2EwLWI0ZTMtNj
AwZDI1MzFjZDAx
Clues
https://docs.google.com/file/d/0B9rLY3HA8iU4ODE1ZWU2MTAtMzY0OS00MzhjLTlhMTEtMD
RlNmFjNDI1YjA1
Procedures:
Morning Message:
Dear Class,
Today we will be community helpers.
Love,
Ms. Amanda
Large Group Lesson:

Introduction: The Community Worker Song (Sung to: The Farmer in the Dell)
The firemen put out fires.
Heigh-ho, what do you know,
Other possible versus:

Barbers cut our hair
Doctors keep us well
Dentists check our teeth
Chefs cook our food
Policemen stop the traffic
Introduce the word community. Ask students if they can think of some people who
live in their community.
Community:
the people who live
in an area
Read Whose Hat is That? Allow time for children to share stories related to the
community helpers from the book. Ask how these people help others in their
community.
As a class, brainstorm people who help their community. Create a Community Helper
Anchor Chart.
Have children choose a community helper that they could be when they grow up,
drawing and writing about it in their journals.
Closure: When students complete their drawing, ask which community helper they
picked and why.
Small Group Activity:

Introduction: What is My Job? (Sung to: Are You Sleeping?)
What is my job?
What is my job?
Can you guess?
Can you guess?
[I help people get well.]
Who am I?
Who am I?
Other verses: I can build a house, I deliver letters, I make your pets healthy
Explain and model rules for Community Helper Bingo. When students hear the clue,
they will cover that picture with a bingo chip. When students have four pictures in a row
(vertically or horizontally), they will yell out bingo.
Provide each child with a bingo card. Read a clue aloud, and decide as a group who
the corresponding community helper would be; display full-page card for the first few
rounds, so that all students cover the correct box.
Once most students have called bingo, have students clear their cards and play
again.
Closure: Show a full-page picture of a community helper, and ask students how he or
she helps the people in their community. Use the bingo clues as a reference for
possible answers.
Enrichment and Extensions

Dramatic Play: Allow children to explore with medical equipment, pretending to be
doctors, nurses, dentists, or veterinarians.
Blocks: Provide police cars and fire trucks, along with uniforms and hats. Provide tool
kits and construction worker gear.
Library: Provide books about different community helpers. Include both fiction and nonfiction text.
Writing: Provide envelopes, stamps, and a mailbox. Allow children to dress up as
postal carriers and deliver letters to their friends.
Light Table: Provide Magnetiles of different shapes (triangles, squares, rectangles) and
translucent Duplos of different colors for children to build with.
Sensory Table: Provide sawdust or gravel, along with various types of trucks.
Play Dough: Provide cooking utensils, measuring cups, cutting boards, and rolling pins
for a baker or chef.
Toys & Games: Allow children to continue to play Community Helper Bingo.
Assessment:
While observing children at play, ask them what types of things community helpers do,
and how it helps the community. Record observations in anecdotal notes.
Language & Literacy Lesson Plan

Title of Lesson: Doctors and Nurses
Big Ideas:
help others.
Standards:
ELE 1: Children begin to understand written language read to them from a variety of
meaningful materials, use reading-like behaviors, and make progress towards becoming
conventional readers.
ELE 2: Children begin to develop writing skills to communicate and express themselves
effectively for a variety of purposes.
ELE 3: Children develop abilities to express themselves clearly and communicate ideas to
others.
ELE 4: Children grow in their capacity to use effective listening skills and understand what is
said to them.
ELE 6: Children develop positive attitudes about themselves as literate beings, as readers,
writers, speakers, viewers, and listeners.
Learning Outcomes:
Children will name four or more body parts.
Children will identify one or more way a doctor or nurse helps the community.
Children will recognize the words examine and patient in stories or conversations.
Nurse Body Part Rhyme & Flannel Board
http://www.makinglearningfun.com/themepages/NurseBodyPartsRhyme.htm
Doctor kits for pretend play
Word walk cards, examine and patient (see attached)
Writing journals
Crayons, pencils, markers, or other writing utensils
Other Resources:
Nurse Shape Flip Book
http://www.makinglearningfun.com/themepages/NurseShapeFlipBook.htm
Doctor Kit Memory Fun
http://www.makinglearningfun.com/themepages/DoctorKitMemoryFun.htm
Procedures:
Morning Message:
Dear Class,
Today we will be doctors.
Love,
Ms. Amanda
Large Group Lesson:
Introduction: Nurse Body Part Rhyme
Lead children in song. Place bandage on flannel board as children sing along.
Encourage children to pretend to put a bandage on the corresponding parts of their
own body. For example, when singing, Put a bandage on my knee, put a bandage on
my knee, oh nurse take care of me, put a bandage on my knee, place a bandage on
the knee of the child on the flannel board, then ask students to pretend to put one on
their own knee.
Ask if any children have visited a doctor or nurse. Explain that we will learn how
doctors and nurses help in the community.
Word Walk: A Day in the Life of a Doctor
Review procedures for word walks. Whenever children hear a vocabulary word in the
story, they will raise their hand. At this time, the teacher will re-read the word and
definition (If the word does not appear often in a story, the teacher can add the word
into the story to reinforce the strategy). Introduce vocabulary words.
examine: to look at something carefully
patient: a person needing medical care
As children listen to the story, ask them to make connections to their life. For example,
ask about a time they went to the doctor for a shot, or if they were sick.
Closure: Ask children to identify the roles of doctors and nurses. Provide a play doctor
kit so that children can pretend to examine the patient.
Introduction: Play Dr. Simon Says, asking children to locate different body parts.
Writing Activity: Ask children about a time they visited the doctor. In writing journals,
model how to draw about a time at the doctor. Vocalize different details in your picture,
along with phonetic spellings. Pass out journals and have children draw about a time
they visited the doctor, or one way a doctor helps people. Encourage children to write
about their picture, sounding out letters that they hear (doctor - /d/- write a d).
Closure: Provide time for children to share their pictures and writing with each other.
Dramatic Play: Allow children to explore with items found in a doctor's office. Children
can take turns as the doctor, nurse, and patient. Create charts for students to record
patient symptoms, along with prescription pads.
Library: Provide books about visiting the doctor. If possible, include both fiction and
non-fiction texts. Allow children to play with felt board from opening activity (Nurse
Body Part Rhyme).
Light Table: Provide play x-rays that children can examine on the light table.
Water Table: Provide syringes without needles for children to fill and empty.
Toys & Games: Allow children to play Operation to build fine motor skills. Children
can flip pages in the Nurse Shape Flip Book to match each half of the shapes together.
Children can also play Doctor Kit Memory. Give each child a doctor's kit. Have them
pick a card. If they don't have that card in their bag, have them put it in one of the
spaces. If a child picks a card they already have, they lose their turn. The first child to
get five different items in their bag is the winner.
Art: Provide materials that children may find in a doctor's office (band-aids, tongue
depressors, gauze) so that they can create a collage.
Assessment:
While observing children at play, ask them how a doctor or nurse can help people.
Also, see if they can identify four or more body parts. Record responses in anecdotal
notes. If possible, encourage children to use vocabulary words in conversation.
Writing journals can also assess children's understanding of how doctors help the
community.
Word Walk Cards
examine: to look at something carefully
patient: a person needing medical care
Mathematics Lesson Plan

Age/Grade Level: Pre-K (4&5 Years Old)
Title of Lesson: Construction Workers
Big Ideas:
help others.
Standards:
M1: Children begin to develop processes and strategies for solving mathematical problems.
M2: Children begin to use the language of mathematics by applying emerging skills in
representing, discussing, reading, writing, and listening.
M3: Children will begin to develop skills of recognizing, comparing, and classifying objects,
relationships, events and patterns in their environment and everyday life.
M5: Children begin to develop skills of sorting and organizing information, seeing patterns,
and using information to make predictions and solve new problems.
Learning Outcomes:
Children will identify one or more way a construction worker helps the community.
Children will create a pattern with two or more different objects.
Children will compare the size of two or more objects using comparison words (taller,
tallest, shorter, shortest, more, less).
Tool kits for pretend play
Tool Grid Game, http://www.prekinders.com/gridgames/tool20.pdf
Tool Pattern Card (see attached)
Dice
Blocks/Cubes
Procedures:
Morning Message:
Dear Class,
Today we will be construction workers.
Love,
Ms. Amanda
Large Group Lesson:

Introduction: Construction Worker Song (to the tune of Mulberry Bush)
This is the way we pound our nails,
pound our nails, pound our nails,
This is the way we pound our nails, so early in the morning.
Additional Verses:
Saw the wood
Turn the screw
Ask if any children have seen a construction worker. Find out what they were building.
Explain that construction workers can build many different things.
Show children pictures from A Day in the Life of a Construction Worker. As children
view the pictures in the story, ask them to make connections to their life. For example,
ask about a time they saw a road or building under construction.
Provide a play tool kit with a saw, hammer, screwdriver, and pliers. Ask children to
identify the tools. Demonstrate would each would be used for.
Tool Pattern Activity: Provide picture cards from Tool Grid Game. Demonstrate how
to make an A-B pattern with hammer and saw cards. Give every child three of each
card, and ask them to copy your pattern.
Practice making an A-B pattern with hammer and screwdriver cards. Have students
create their pattern as you model.
Provide each child with a set of Tool Pattern Cards. Have children work on their
patterns, placing the picture cards on top of the corresponding picture on the pattern
card. Help students who may struggle. Challenge students to create their own patterns
on the empty rows.
Closure: Ask children to demonstrate how to use one of the tools (hammer, saw,
screwdriver, pliers). Ask how these tools can be used to help the community (build
roads, bridges, buildings, etc.).

Introduction: Johnny's Hammers
Verse One (Make hammering motion with one fist)
Johnny had one hammer, one hammer, one hammer
Johnny had one hammer, then he had two
Repeat verse, adding a hammer each time
Verse Two (make hammering motion with both fists)
Verse Three (make motion with both fists and one leg)
Verse Four (make motion with both fists and both legs)
Verse Five (make motions with both fists, both legs, and head)
Johnny had five hammers, five hammers, five hammers
Johnny had five hammers, then he went to sleep (pretend to sleep)
Block Game: Children take turns rolling the die, and counting out that amount of
blocks from the pile. As they take the blocks from the pile, they construct a tower.
After all the blocks are gone, challenge students to find which tower is the tallest.
Brainstorm different strategies that would help you find the answer (count the blocks,
place towers next to each other for comparison).
Choose two towers of differing heights. As a group, count the blocks in each tower. Ask
children which tower has more blocks. Place the towers next to each other to see if the
tower with more blocks is taller.

Choose two more towers of differing heights. Ask children which tower has less blocks.
Place the towers net to each other to see if the tower with less blocks is shorter.
Challenge students to place all of the towers in order from shortest to tallest. Guide
children through the process, asking them where the shortest tower should go, then
asking which tower would be next in order.
Closure: Have children divide their blocks into two towers. Then, ask which of their
towers is taller or shorter. Inquire how children found the answer (count the blocks,
compare the size, etc.).

Blocks: Provide paper for children to draw a blueprint of the towers they build. Allow
children to explore with tools that construction workers use. Children can pretend to
use hammers, saws, screwdrivers, pliers, and tape measures.
Library: Provide books about construction workers. Try to include number or shape
books.
Light Table: Provide Magnetiles of different shapes (triangles, squares, rectangles) for
children to build with.
Sensory Table: Provide sawdust or gravel, along with various trucks.
Play Dough: Provide Popsicle sticks for children to create buildings.
Toys & Games: Allow children to create patterns with Tool Pattern Cards.
Assessment:
During pattern activity, note which children are able to create A-B patterns. Observe
children who may make patterns during play. Record observations in anecdotal notes.
While observing children at play, ask them what types of things construction workers
can build, and how it helps the community. As children build, encourage them to
describe objects using comparison words. Record observations in anecdotal notes.
Science Lesson Plan

Title of Lesson: Scientists
Big Ideas:
help others.
Standards:
S1: Children develop positive attitudes and gain knowledge about science through
observation and active play.
S2: Children show a beginning awareness of scientific knowledge related to living and
nonliving things.
Learning Outcomes:
Children will identify whether one or more object is living or nonliving.
Children will observe one or more trait of a living thing.
Are You Living?: A Song About Living and Nonliving Things by Laura Purdie Salas
Living/Nonliving Anchor Chart
Mystery Box, with a mixture of living and nonliving things (enough for each student to
have a turn)
Sorting mats, living and nonliving
Paper, pencils, crayons, and markers for class book
Living or Nonliving Sort Activity
http://crisscrossapplesauce.typepad.com/files/living-nonliving-flashcards.pdf
Procedures:
Morning Message:
Dear Class,
Today we will be scientists.
Love,
Ms. Amanda
Large Group Lesson:
Read Are You Living? to introduce the difference between living and nonliving
things.
As a class, brainstorm the definition of living things. Ask questions, such as what does
a living thing need? (food, water) and what can living things do? (grow, move) to
guide children toward a definition. Create an anchor chart with the criteria for living
things.
Introduce your mystery box, with pictures or toys of different living and nonliving
items. Explain that each child will have a turn to choose one item from the mystery box,
then decide whether the item is living or nonliving. Ask students to place items on the
corresponding sorting mat. If necessary, guide children through criteria checklist to
determine if the object is living or nonliving.
Closure: Review the items on the sorting mat. To reinforce definition, ask if each item
fits the criteria for living things. For example, This is an elephant. Does an elephant
need food? Need water? Grow? Move? Is it living?

Introduction: It is Living (Sung to: Are You Sleeping?)
It is living, It is living.
I know why, I know why.
It eats, it breathes, it grows. It eats, it breathes, it grows.
It's alive. It's alive.
Take students on a nature walk to explore different living and nonliving things in their
community. Bring a clipboard or notebook to record different items that you find during
the nature walk.
After the nature walk, review the list of different objects that you found on the nature
walk. Review the class definition of a living thing. Discuss whether the items from the
list are living or nonliving.
Closure: Create a class book of Living and Nonliving Things. Have each child draw a
picture of an item they found on the nature walk. Ask them whether the object is living
or nonliving, and have them write a sentence to go with the picture (A ______ is
[living/nonliving].).
Blocks: Provide toy animals, along with sticks and rocks, for children to incorporate
while they are building.
Library: Provide books about living and nonliving things. Include both fiction and nonfiction text.
Discovery: If possible, have a class pet (fish, hamster) and plants for children to
observe throughout the day. Also include items that students found on the nature walk
(leaves, sticks, rocks). Provide magnifying glasses, clipboards and pencils for children
to record their observations.
Writing/Art: Provide old magazines, so that children can cut out pictures of living and
nonliving things to make a collage.
Toys & Games: Provide living/nonliving sorting activity.
Assessment:
While observing children at play, ask them whether items are living or nonliving and
why. Ask children what they notice about a living thing. Record observations in
anecdotal notes.
Art Lesson Plan

Title of Lesson: Community Helpers Art Activities
Big Ideas:
help others.
Standards:
CA1: Children show how they feel, what they think and what they are learning through
experiences in the visual arts.
CA2: Children show how the feel, what they think and what they are learning through
listening, participating in, and creating instrumental and vocal music experiences.
Learning Outcomes:
Children will identify and describe one or more vehicle used by community helpers.
Photographs of different vehicles (fire engine, train, police car, construction equipment,
etc.)
Colored construction paper
Scissors
Glue
Markers
Community Helpers Anchor Chart (with pictures)
Community Helpers Flip Book (Body Flip Book Template)
http://www.firstpalette.com/tool_box/printables/Bodyflipbook.html
Colored paper for front and back cover
Crayons/colored pencils
Stamps/stickers
Procedures:
Morning Message:
Dear Class,
Today we will create flip books.
Love,
Ms. Amanda
Large Group Lesson:

Introduction: Firetruck
https://www.youtube.com/watch?v=emv-Yn6g1r4
or Hurry, Hurry Drive the Firetruck
https://www.youtube.com/watch?v=568eX696-L0
Show students photographs of different community helper vehicles (firetruck,
ambulance, train, police car, construction vehicles, etc.). Ask students to identify
shapes they see.
Model how to create a vehicle collage
(fire truck for this lesson plan, but can be
done with any of the vehicles).
Have students cut construction paper into
different shapes (circles, squares,
rectangles) and glue onto larger sheet of
construction paper to create a firetruck.
Final projects do not need to look the
same- allow students to be creative!
Allow students to add details or
background with markers.
Closure: Allow students to share their trucks with other students. Ask them to explain
how the truck helps the community.
Introduction: Career Day
https://www.youtube.com/watch?v=CR71AhdHadM
Review anchor chart of different community helpers. Provide photographs for each.
Provide each child with 3-5 pages for Community Helper Flip Book, If desired, cut
out and paste pictures of child's face on each
page.
Model how to color/draw a different community
helper onto each page. Allow students to
decorate their pages.
Once students have finished coloring/drawing,
help them cut each page on the dotted lines,
making sure to stop when the reach the solid
line.
Add a front and back cover, and help students staple their books. Encourage students
to decorate their covers with crayons, markers, colored pencils, stamps, or stickers.
Closure: Let students mix and match the different community helpers. Encourage them
to identify and describe the different community helpers they drew.

Provide additional materials for students to create other vehicle collages.
Allow students to paint: by making tracks with toy cars or train tracks.
This blog gives different projects related to trains, and also discusses the importance of
allowing young children to work independently rather than with adult intervention:
http://rainbowswithinreach.blogspot.com/2013/03/fine-motor-friday-train-edition.html
Dramatic Play: Provide a prop box, and let students mix and match different hats,
shirts, pants, and tools to create a real-life flip book.
Assessment:
As children create their projects, record observations in anecdotal notes.
Technology Lesson Plan

Title of Lesson: Incorporating Technology
Big Ideas:
help others.
Standards:
TL 1: Children use a variety of developmentally appropriate digital tools to learn and create.
TL 2: Children work together when using developmentally appropriate digital tools.
TL 3: Children begin to learn to use and talk about technology tools appropriately.
Learning Outcomes:
Children will work with one other student (or more) to draw and create on an iPad.
Community Helpers Anchor Chart
Community Helper Hats PowerPoint
http://www.mrsnelsonsclass.com/downloads/powerpoint/communityhelpers.ppt
http://pbskids.org/cgi-registry/curiousgeorge/on_the_job.pl
iPads (students will work in groups of 2-3)4
http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-kids/draw-and-tell/
Procedures:
Morning Message:
Dear Class,
Today we will make a story with iPads.
Love,
Ms. Amanda
Large Group Lesson:
Introduction: The Community Worker Song (Sung to: The Farmer in the Dell)
Heigh-ho, what do you know,
Other possible versus:

Barbers cut our hair
Doctors keep us well
Dentists check our teeth
Chefs cook our food
Policemen stop the traffic
Review anchor chart with different community helpers. Ask students to give a few
examples of why/how community helpers are important.
If possible, connect a computer to a projector. As a group, discuss Community Helper
Hats PowerPoint in order to review different community helpers and their roles. If
desired, add clues before each picture, and have students guess the corresponding
hat.
Play Curious George: On the Job. Ask students which of the choices matches the
community helper. As you go, review which roles that community helper plays.
Closure: As a review, show a picture of a community helper hat, and ask students to
tell you one thing about that person.

Introduction: What is My Job? (Sung to: Are You Sleeping?)
What is my job?
What is my job?
Can you guess?
Can you guess?
Who am I?
Who am I?
Other verses: I can build a house, I deliver letters, I make your pets
healthy.
Review expectations for iPad use. Model how to draw a picture in Draw and Tell app.
Students will work in groups of 2-3 to create a drawing about a community helper.
The app allows students to add voice recordings, stamps, and backgrounds to their
picture. Students may need assistance learning how to add these features.
Save final project and share with other students and parents.
Closure: As students finish their drawings, have them summarize which community
helper they picked, and how that person helps the community.
Allow groups to draw on iPads using Draw and Tell app during choice time.
Dramatic Play: Allow children to explore with medical equipment, pretending to be
doctors, nurses, dentists, or veterinarians. If available, also provide other community
helper items (construction equipment, police or firefighter vehicles/uniform shirts, etc.).
Allow students to photograph each other using iPad, with teacher assistance.
Computers: Scholastic's website provides Community Club Listen & Read activities,
where students can read a book about different community helpers, and listen to the
words that they click.
http://teacher.scholastic.com/commclub/index.htm
Assessment:
As children participate in review activities, and create a community helper drawing on
the iPad, record observations in anecdotal notes.
8. Play Center
The play center will consist of multiple interest areas: dramatic play, blocks, cooking & writing.
Various pretend and real items, relating to a wide range of professions, will be available for
student exploration.
9. Involving Families
Dear Parents & Guardians,
We are excited for our theme this month, Community Helpers. We will learn about different
members of our community and the responsibilities that they have. Some of the community
helpers we will discuss include police officers, firefighters, doctors, nurses, construction
workers, chefs, and bakers.
As you and your child explore different parts of your community, we encourage you to
discuss the different jobs people have and their importance. If you are able, this would be a
great opportunity to visit the library, post office, or fire station.
During this unit of study, we will have a few guest speakers visit our classroom. We would
greatly appreciate any parents, family members, or friends who would like to visit our
classroom and discuss their work and how they help in their community. Our goal is to create
a unit that portrays the many diverse people within our community.
We look forward to learning about our community, and welcome your support and input. As
always, please feel free to contact us at any time with questions, concerns, or suggestions.
Thank you for your support!
Ms. Amanda
10. Assessment
Observe students at play, record anecdotal notes, and photograph students. Create a
portfolio for each child, with anecdotal notes, photographs, and work samples.
Some questions or discussion topics throughout the unit may include:
Who are some people that help in your community?
Why are these people important?
How do they help in your community?
What can you do to help members of your community?
Use anecdotal notes to plan future learning activities, small group lessons, and interest

Community Helpers Unit Plan

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Community Helpers Unit Plan

Uploaded by

Copyright:

Available Formats

Amanda Belchunas

Thematic Unit: Community Helpers

Content Areas/Developmental Domains

SS4: Children begin to learn about the reasons for rules

LEL1: Children begin to understand written language read

M1: Children begin to develop processes and strategies

S1: Children develop positive attitudes and gain

Week 2: Helpers from Our Community

Content Areas/Developmental Domains

Firefighter (Fire Safety)

LEL4: Children grow in their capacity to use effective

Community Helper Review

Community Helper Review

TL 1: Children use a variety of developmentally

5. Resources and Materials

Doctor kits for pretend play

Firefighter Frank, Monica Wellington

Parent/Family Guest Speakers

Fire Truck by Ivan Ulz

Toys & Games:

Curious George: On the Job Game

7. Learning Experience Plans

Social Studies Lesson Plan

Large Group Lesson:

Other possible versus:

Small Group Activity:

Enrichment and Extensions

Language & Literacy Lesson Plan

examine: to look at something carefully

patient: a person needing medical care

Mathematics Lesson Plan

Large Group Lesson:

Small Group Activity:

tower with more blocks is taller.

Enrichment and Extensions

Science Lesson Plan

Small Group Activity:

Art Lesson Plan

Large Group Lesson:

Enrichment and Extensions

Technology Lesson Plan

Other possible versus:

Small Group Activity:

You might also like